RECENT ASSIGNMENT

NUM2307 Mental Health & Wellness in Clinical Practice 1 1
Semester 1, 2020
Assessment 2: Case study
Weighting: 40%
Word count: 1800 words
Due date: Week 10, Monday May 4, 2020 at 23:59 hours (11:59 pm) AWST
Submission details: via Blackboard Assessments Turnitin link
“Let’s talk about mental health disorders” - Case study story
_________________________________________________________________________________________
Task: Present your case study in the form of a narrative about a person who is living with a mental disorder.
The ‘story‘ and the ‘person’, can be one of fiction or non-fiction (personal, a consumer/clinical experience, imaginary).
Any identifying features, personal information and details must be de-identified to ensure anonymity.
? The story should be presented in the form of an essay.
? The essay case study can be written in the 1st or 3rd person.
The CONTENT of your case study (the person’s story) should include the following;
? Brief overview of the person: demographics and background information.
? History of the presenting problem (should include time course of current problems, any treatment already received, any current risks).
? Pertinent bio-psych-social factors/issues.
? Case formulation – what key factors gathered, assessed led to the diagnosis. Consider any precipitating/perpetuating events/factors.
? Identify health professionals involved.
? Tests, assessments/tools, referrals that were/would have been undertaken for the person.
? Identify the diagnosis and link to the person’s key presenting signs, symptoms (consider diagnostic criteria), and any other related factors.
? Interventions and treatment options commenced or introduced and why. Link your discussion to diagnosis and rationale for treatment.
? Summary of the person’s current wellbeing (physical/mental/social) and consider recovery.
______________________________________________________________________________________
? An introduction and conclusion should be included.
? Please review the SNM guidelines for assignment presentation, structure and submission.
? Referencing: Information presented should be supported where applicable with references to support your discussion. Refer to the ECU APA referencing guide.
? Marks will be awarded as per the SNM marking rubric (for this unit) as identified on page 2 & 3 of this document.

CRITERIA High Distinction ( 80%) Excels in all requirements Distinction (70-79%)
Excels in some and exceeds all requirements Credit (60-69%)
Exceeds minimum requirements Pass (50-59%)
Meets minimum requirements Fail (26-49%)
Not yet meeting minimum requirements
Well Below Average ( 25%)
Low Proficiency
Content fully addresses all parts of the assessment item. Thorough exploration of concepts and well-formed ideas supported by high quality evidence. Able to demonstrate an in-depth understanding of the main concepts. All ideas presented have relevance to the topic. All parts of the assessment item addressed at a good level and supported by quality evidence. Able to demonstrate a solid understanding of the main concepts.
Most ideas presented have relevance to the topic. Most parts of the assessment item addressed at a satisfactory level and supported by adequate evidence. Able to demonstrate an understanding of the main concepts. Most ideas presented have relevance to the topic Assessment item addressed at a superficial level. Minimal evidence to support main ideas. Able to demonstrate an understanding of the
main concepts at a basic level. Some ideas presented have relevance to the topic. Does not or poorly addresses assessment item. Insufficient or no evidence to support main ideas. Unable to or poorly demonstrates an understanding of the main ideas or concepts. Ideas are not relevant to the topic. Limited referencing or nor credible sources to support ideas Does not address assessment item. No evidence to support main ideas. Unable to demonstrate an understanding of the main ideas or concepts. No credible sources used to support main ideas.
33-40 28-32 24-27 20-23 11-19 0-10
Excellent demonstration of critical thinking appropriate to level of education. Excellent application of professional practice and/or evidence base to practice in assessment. Case study scenario (story) addressed all key content points & supported by evidence where applicable. Very good demonstration of critical thinking appropriate to level of education. Very good application of professional practice and/or evidence-based thinking to assessment item. Case study story and discussion in most (content) areas is very good. Demonstration of critical thinking appropriate to level of education. Application of professional practice and/or evidence-based thinking to assessment item is evident but not fully discussed. Case study story could show further depth of detail and discussion. Limited demonstration of critical thinking appropriate to level of education. Limited application of professional practice and/or evidence-based thinking to assessment item. Poorly demonstrates critical thinking appropriate to required level. Poor application of professional practice and/or evidence-based thinking to assessment item. Minimal application of professional practice and/or evidence-based thinking to assessment item. Does not demonstrate critical thinking appropriate to required level. No application of professional practice and/or evidence-based thinking to assessment item.
18-20 15-17 12-14 10-11 6-9 0-5
All aspects conform to the structure of the assessment item. Excellent introduction of topic and strong summation
of key points in the conclusion. Excellent paragraphing and
logical/cohesive development of ideas throughout
Complies with ECU SNM
Presentation & Assignment Writing Guidelines to an excellent standard. Most aspects conform to the structure of the assessment item. Very good introduction of topic and summation of key points in the conclusion. Very good paraphrasing and logical/cohesive development of ideas. Complies with ECU SNM Assignment Writing Guidelines to a very high standard. Most aspects conform to the structure of the assessment item. Introduction adequately introduces topic and summarises key points in conclusion.
Paragraphing is evident, and there is a logical/cohesive
development of ideas in some of the assessment item. Complies with ECU SNM Assignment Writing Guidelines. Some aspects conform to the structure of the assessment item. Limited introduction of topic and summation of key points in conclusion.
Minimal paragraphing and logical/cohesive development of ideas.
Limited aspects of the SNM presentation and assignment guide have been adhered to. Limited aspects conform to the structure of the assessment item. Poor introduction to the assessment. Limited paragraphing. Omits or poor summation of key points in conclusion.
Poorly complies with ECU SNM
Assignment Writing Guidelines. The assignment does not conform to the structure of the assessment item. No introduction to the assessment. Poor or non-existent paragraphing. No logical/cohesive development of ideas. No summation of key points in conclusion.
Does not comply with ECU SNM Assignment Writing Guidelines.
18-20 15-17 12-14 10-11 6-9 0-5
Completely adheres to all instruction in the ECU APA Referencing Guide. In text and end-text, referencing has no errors. Adheres to instruction in the ECU Referencing Guide. In text, referencing is error free, and/or end-text referencing has very few errors. Adheres to instruction in the ECU Referencing Guide. In text and/or end-text, referencing has few errors. Mainly adheres to instruction in the ECU Referencing Guide. In text and/or end-text, referencing has some/repeated errors. Referencing poorly follows instruction in the ECU Referencing Guide. In text and/or end-text, referencing has many errors/repeated errors. Referencing does not follow instructions in the ECU Referencing Guide. In text and/or end-text, referencing has multiple/or repeated errors.
10 7-9 6 5 3-4 0-2
2
Style and structure: Style and structure: Style and structure: Style and structure:
Precise and fluent Clear, concise and cohesive Well expressed and clearly Generally, flows well. expression, which flows expressions with logical flows. Style, structure and Basic organisation and style easily. Sophisticated and flows. Style, structure and paragraphing are generally show an understanding of complex style with structure paragraphing are appropriate for audience and audience and assessment type. and paragraphing appropriate for task, assessment type. Paragraphing may need appropriate for audience and audience and assessment Uses vocabulary and discipline- refinement.
assessment type. Uses a type. Uses a range of specific terms accurately. Uses mostly appropriate
wide-range of highly appropriate and accurate vocabulary and key disciplineappropriate vocabulary and discipline-specific specific terms.
discipline-specific terms. vocabulary. Technical skills: Uses varied and complex Produces mostly error free Technical skills:
sentence structure. Technical skills: sentences. Produces sentences with some
Almost error-free Uses varied sentence Infrequent errors in spelling and variety and accuracy.
punctuation and grammar. structure. Occasional errors punctuation, which do not Errors in spelling, punctuation Technical skills: in punctuation and grammar. impede understanding. and/ or grammar occasionally
Uses varied and complex impede understanding. sentence structure. Almost error-free punctuation and grammar.
10 8-9 6-7 5
High Distinction Distinction Credit Pass
Excels in all requirements Excels in some and exceeds Exceeds minimum Meets minimum requirements all requirements requirements
3
Style and structure:
Lacks flow and may be difficult to follow. Style and /or structure is inappropriate for audience and assessment type. Paragraphing is needed or used incorrectly. Uses limited vocabulary or inappropriate word choices; discipline-specific terms are misused or missing.
Technical skills: Produces sentences, which are repetitive or simplistic, incomplete or run-on. Errors in grammar, spelling and / or punctuation that interfere with understanding.
0-4
Fail
Not yet meeting minimum requirements
Criteria WRITTEN COMMUNICATION SKILLS
Style and structure:
Flow, expression, paragraphing and structure appropriate to audience and assessment type.
Vocabulary, word choice and use of discipline specific term are appropriate for audience and purpose.
Technical skills:
Sentence structure is varied and complex, Spelling, punctuation, and grammar are accurate and communicate intended meaning.