Recent Question/Assignment

Assessment Brief
Program Bachelor of Applied Social Science
Subject Counselling for Grief and Loss
Subject code COU302A
Name of assessment Case Study
Length Written analysis is 2000 words
Learning outcomes addressed by this assessment: B, C, D, E
Submission Date: End of week 11, Sunday 11.55 pm
Assessment brief summary: Students are to select a character from a novel / film / TV show who has experienced loss and grief (either the loss of a significant other or a significant aspect of themselves / their own life). They are to simulate the first two therapeutic sessions.
Total marks 40
Weighting 40%
Students are advised that any submissions past the due date incur a 10% penalty per day, calculated from the total mark e.g. a task marked out of 40 will incur a 4 mark penalty per day.
Students must attempt all tasks in the unit to be eligible to pass the unit
More information can be found in Think Education Assessment Policy document on the Think Education website (http://www.think.edu.au).
Assessment Description:
Students are to select a character from a film / novel / TV show where the character has suffered loss and grief (either they have lost someone significant to them or a significant part / aspect of themselves).
Students are to simulate the first two sessions of this client coming to therapy. You do not need to describe these sessions word for word, but please reflect upon what would the therapist aim to achieve in these two sessions, and how might a client and therapist work through the first few sessions.
In your response you need to include the following:
a) Describe the presenting issues for the client.
b) Describe how you would engage and connect to this client.
c) Explain your thoughts and ideas around contracting and case planning; what are your goals and objectives for the client and the therapy process?
d) What theoretical ideas might inform and support your therapeutic process?
e) What interventions would you consider using (please provide rationales)?
f) What obstacles can you anticipate / might arise?
g) How would you potentially work to overcome these?
h) What strategies for self-care might you employ?
Analysis of this client’s grief and loss experience forms part of your written analysis.
In your written response you need to demonstrate your understanding of the theories studied this term and the realistic process clients go through in this context. More important than demonstration of skill and technique is your demonstrated ability to reflect, analyse and critique and provide your rationale
Marking Criteria:
Max. in category Your points
Evidence of establishment of professional, ethical anticipated interview session with a client 5
Demonstration of understanding of this client’s experience, concerns, situation and challenges 5
Recommendations for this client (incl. rationale to support this choice). 5
Analysis of this person’s grief and loss experience 5
Demonstration of your ability to reflect on theoretical skills and techniques for assessment and counselling grief and loss 5
Integration of relevant material to support your response 5
Number and choice of appropriate references 4
Word count, readability, and structure 3
In-text references and reference list, accuracy and use of correct referencing style 3
Total: 40
Comments:
What we want to see:
The work must be fully referenced with in-text citations and a reference list at the end. We recommend you work with your Academic Writing Guide to ensure that you reference correctly. You will find a link to this document on the main page of every unit, under the 'Assessments' section. Correct academic writing and referencing are essential tasks that you need to learn. We recommend a minimum of six references.
Referencing: References are assessed for their quality. You should draw on quality academic sources, such as books, chapters from edited books, journals etc. Your textbook can be used as a reference, but not the Study Guide and lecture notes. We want to see evidence that you are capable of conducting your own research. Also, in order to help markers determine students’ understanding of the work they cite, all in-text references (not just direct quotes) must include the specific page number/s if shown in the original.
Researching: You can search for peer-reviewed journal articles, which you can find in the online journal databases and which can be accessed from the library homepage. Reputable news sites such as The Conversation (https://theconversation.com/au/health), online dictionaries and online encyclopedias are acceptable as a starting point to gain knowledge about a topic. Government departments, research institutes such as the National Health and Medical Research Council (NHMRC), international organisations such as the World Health Organisation (WHO) and local not for profit organisations such as the Cancer Council are also good resources.
Formatting: The assessment MUST be submitted electronically in Microsoft Word format. Other formats may not be readable by markers. Please be aware that any assessments submitted in other formats will be considered LATE and will lose marks until it is presented in Word.
What we don’t want to see:
Plagiarism: All sources of information need to properly be acknowledged. Please refer to the plagiarism website on blackboardi. By clicking the 'Upload this file' button you acknowledge that you have read, understood and can confirm that the work you are about to submit complies with the Flexible and Online plagiarism policy as shown in the JNI Student Handbook. Like other forms of cheating plagiarism is treated seriously. Plagiarising students will be referred to the Program Manager.
Word Count: Marks will be deducted for failure to adhere to the word count – as a general rule you may go over or under by 10% than the stated length.
Late Submissions: Students are advised that any submissions past the due date incur a 10% penalty per day, calculated from the total mark e.g. a task marked out of 30 will incur 3 marks penalty per day.
No submission: Students must attempt all tasks to be eligible to pass the unit.
More information can be found in Think Education Assessment Policy document on the Think Education website.
BASS – COU302A Page 4
Resources Available to YOU:
1. Academic writing guide link https://laureateau.blackboard.com/webapps/blackboard/content/listContent.jsp?course_id=_20163_1&c ontent_id=_2498847_1&mode=reset
2. Writing & referencing: The link to the Learning and Academic Skills Unit (LASU) is on the left pulldown menu on the blackboard home page:
https://laureateau.blackboard.com/webapps/blackboard/content/listContent.jsp?course_id=_20163_1&c ontent_id=_2498847_1&mode=reset
LASU also provides a series of academic skills tutorials. Please contact Caroline Spaans (cspaans@laureate.net.au, 02 949 232 14).
3. Researching: A guide to researching is available on the library page http://library.think.edu.au/research_skills/.
Please contact the online and Pyrmont librarian for Health, Dawn Vaux
(dvaux@laureate.net.au) if you would like further help or a tutorial on how to do research this way.
i https://laureateau.blackboard.com/webapps/blackboard/content/listContent.jsp?course_id=_20163_1&content_id=_2498858_1&mode=reset
BASS – COU302A Page 5

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