Case study

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.

2

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

Co nt

en t

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

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in g 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

St ru

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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

R ef

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g

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

3

W ri

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Style and structure: Precise and fluent expression, which flows easily. Sophisticated and complex style with structure and paragraphing appropriate for audience and assessment type. Uses a wide-range of highly appropriate vocabulary and discipline-specific terms. Uses varied and complex sentence structure. Almost error-free punctuation and grammar. Technical skills: Uses varied and complex sentence structure. Almost error-free punctuation and grammar.

Style and structure: Clear, concise and cohesive expressions with logical flows. Style, structure and paragraphing are appropriate for task, audience and assessment type. Uses a range of appropriate and accurate discipline-specific vocabulary. Technical skills: Uses varied sentence structure. Occasional errors in punctuation and grammar.

Style and structure: Well expressed and clearly flows. Style, structure and paragraphing are generally appropriate for audience and assessment type. Uses vocabulary and discipline- specific terms accurately. Technical skills: Produces mostly error free sentences. Infrequent errors in spelling and punctuation, which do not impede understanding.

Style and structure: Generally, flows well. Basic organisation and style show an understanding of audience and assessment type. Paragraphing may need refinement. Uses mostly appropriate vocabulary and key discipline- specific terms. Technical skills: Produces sentences with some variety and accuracy. Errors in spelling, punctuation and/ or grammar occasionally impede understanding.

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.

10 High Distinction

Excels in all requirements

8-9 Distinction

Excels in some and exceeds all requirements

6-7 Credit

Exceeds minimum requirements

5 Pass

Meets minimum requirements

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.