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Assignment Briefs 05-09-2024

LO1: Demonstrate an awareness of historic and contemporary concepts of mental health.

Module Number: HLT6060

Module Name: Contemporary Mental Health

Year/Semester: 2023-14/Semester 1-April 2021 Cohort and April 2024 Top Up

Module Tutor/s:

Assignment Brief: April 2024

1. Assessments

Assessments are internally and externally moderated.

Assessment Brief (General)

ALL ASSESSMENTS need to go through Turnitin. Any that are not submitted through Turnitin will be treated as non-submissions.  Please see the student handbook for university guidelines on this. 

As third years you will be expected to reference correctly using the Harvard method of referencing and provide an accurate reference list. See LEAP on the library website. https://www.bolton.ac.uk/leaponline/My-Academic-Development/My-Writing-Techniques/Referencing/Home.aspx

An important part of degree work is tutorials. This allows you to discuss your ideas in a 1:1 or small group environment with your tutor and discuss your ASSESSMENTS.

Please make use of these – either online or face to face (see time allocated in the sessions).

ASSESSMENT Brief (Specific):

ASSESSMENT 001

PLEASE also see the assignment guidance pack, which provides useful information and guidance about the assignment tasks (This will be uploaded on your VLE).

Assessment Number       

001

Assessment Type (and weighting)

Essay (80%) 3,200 words

Assessment Name

Essay

Assessment Submission Date

19/07/2024 (Before 23:59 UK Time)

Learning Outcomes Assessed:

LO1: Demonstrate an awareness of historic and contemporary concepts of mental health.

LO2: Develop a critical understanding of common mental health and enduring mental health issues and critically analyse contemporary approaches and interventions in mental health care

LO3: Critically analyse and evaluate the national policy and mental health legislation.

LO4: Demonstrate a critical understanding of the impact and of the wider social and socio-economic factors which can influence mental health.

Produce a 3200-word essay in which you critically discuss contemporary concepts of mental health and mental health illness, approaches and interventions in mental health care, national policy and mental health legislation and the impact of socio-economic factors on the individual’s mental health.

To meet the LOs, the main body should cover the following:

1. (500 words approx.) – Historical and contemporary concepts of mental health (LO1)

  • Demonstrate an awareness of how the concepts of mental health and illness have developed from care institutions to increased community provision

2. (500 words approx.) - Socio-economic factors (LO4)

  • Discuss how a range of socio-economic factors can increase the vulnerability of people with mental illness.

3. (2,000 words approx.) – Please select one case study from the three given (See below the list of case studies). The case study description should be placed in an appendix – not included in the word count.

  • Identify the diagnosis of your case study from the given information and justify why you have made that decision (LO2).
  • Comment on how having a diagnosis can have positive and negative implications for the chosen case study (LO2).
  • Identify risk and protective factors and assess which protective factors may reduce risk for the client (LO2).
  • Explain the possible causes for the illness -making links to the biopsychosocial model (LO2).
  • Analyse a range of 3 possible treatments/interventions that support your chosen case study - linking them to the biopsychosocial model (ensure you highlight 1 type of medication, 1 talking therapy and 1 other) (LO2).
  • Identify a range of 4 mental health services (one from each of NHS, social services, private, voluntary) your chosen case study may be in contact and specify what support they could offer (LO2).
  • Consider how your chosen case study has a responsibility to self-care – what could they do to facilitate their own good mental health (LO2).
  • Analyse how a range of 2/3 current mental health policies/ legislation may support your chosen case study and yet may also have limitations (LO3).

LIST OF CASE STUDIES FOR ASSESSMENT 001

Case Study 1

Sonia is a 55-year-old married black female. Sonia and her husband Antony don’t have children. She has a very demanding full-time job as a retail manager in a big retail store. Sonia has always been a responsible and dedicated worker. She has always enjoyed working with people and has been regarded by her colleagues as a competent and friendly manager. She has always been a very creative and highly intelligent person.  Sonia has very high standards for herself and can be very self-critical when she fails to meet them.

For the past few weeks Sonia has been feeling very tired and having difficulties in concentrating at work, in particular when performing demanding tasks.  She has also been feeling quite irritable and has been avoiding conversations with her colleagues, which is quite different from her usual friendly approach. Recently, she has called in sick twice and postponed important departmental meetings and stayed in bed all day.

At home, her husband has noticed that Sonia has been very quiet and withdrawn. She has also been having difficulties falling asleep at night and has been eating much more than the usual. He has also seen that Sonia has been very tearful recently. She has been avoiding talking about this, even though he has tried to speak to her on a few occasions. Sonia is not in contact with her mother. They have never been close due to a difficult mother-daughter relationship. However, she has always had a very good relationship with her father. Sonia and her father meet often and spend time together, and Sonia phones him regularly. Nonetheless, lately, Sonia has also stopped seeing and calling her father.  Sonia has many dear friends and she always looked forward to spending time with them but recently she started avoiding them. 

Sonia has been feeling increasingly sad, of low mood and dissatisfied with her life and she feels like something is missing. She gets frustrated because she thinks that she has no reason to be like this, as she has a very good job, a supportive husband and lovely family. However, she cannot help feeling worthless and that she is unable to cope with her demanding job.

Case Study 2

Sam is a 19-year-old male university student. His recreational activities included skateboarding, snowboarding, break dancing, and weight training. He first sought medical attention from a sport medicine physician in January 2006, when he reported right lateral wrist pain since falling and hitting his wrist while skateboarding. Plain film radiographs taken after the injury were negative, and the patient did not receive any treatment. The physician found no wrist swelling, full functional strength, and minimally restricted range of motion.

Over the next 22 months, Sam has returned to the same sport medicine clinic 10 times, reporting pain in his wrist, shoulder, elbow, knee, ankle, and neck. He stated that the elbow, wrist, and shoulder injuries were due to falls while skateboarding and snowboarding or to overuse during weight training; some injuries had no apparent cause.

After his tenth visit to a physician, the patient was referred for physical therapy. During the interview, the patient stated that he had right shoulder pain and no position or movement alleviated his pain, and the pain did not fluctuate over the course of the day. His sleep was disturbed only when lying on the right shoulder. The patient was in generally good health, but he said that his right wrist and left knee occasionally felt cold for no apparent reason. The patient said he believed that his knee and wrist became cold as a result of electromagnetic impulses sent to the joint via an electrical implant in his body and that this device was the cause of his ongoing shoulder pain.

According to Sam, this device had been implanted into his body 2 years earlier by a government organisation to control his actions. Electromagnetic impulses generated by the implant had caused his falls and injuries; they also caused his joints to become cold or painful when he was doing something “they” did not want him to do, such as break dancing, snowboarding, skateboarding, or exercising. Sam also believes that many other people unknowingly had implants; he claims that friends, neighbours, professors, and strangers were “working with them” and that they “emotionally abuse[d]” him by giving signs such as kicking a leg back to let him know he was being watched. Furthermore, he indicated that he often received commands telling him to harm his friends or family and that these orders came either from the electrical implant or from the people he claimed were emotionally abusing him. He therefore distanced himself from some friends because he did not want to follow through with these commands. When asked if he felt he would harm himself or others because of his psychotic-like symptoms, he denied any desire to inflict harm on himself or others. Had he posed a threat to himself or others, he would have been “formed” (i.e., committed to a psychiatric facility by the appropriate medical professional).

Sam’s past medical and family history are unremarkable. He does not use any prescription or over-the-counter medications, but he feels his thoughts about electrical implants decrease by the use of marijuana, which he is using socially. He is a non-smoker and a social consumer of alcohol. He has a normal gait and appears comfortable in an unsupported seated position. He denies any weight changes, bowel or bladder problems, night pain, or difficulty breathing.

Case Study 3

Robert and Edith have been married for 65 years. Robert is 87 and Edith is 82They live in a small bungalow that they moved to 3 years ago in the town that they have lived in since they got married. Robert and Edith have been retired for a long while. They enjoy spending time in the garden and go to the local pub quiz. Robert and Edith see their son and his partner most weeks. Gary, who is 59, lives in the same town as his parents. He does the heavy shopping for them.

Cathy, the oldest daughter, lives 80 miles away and visits every month or so. Their middle child, Louise, died of breast cancer at the age of 46. The grandchildren also visit every few months, along with the two great grandchildren. In the last year, Robert’s memory has started deteriorating and his ability to do daily tasks has been impacted. He is relying on Edith to remind him and prompt him for everything. He doesn’t sleep well and has started to forget who Edith is. Robert has arthritis and uses a stick when he remembers to. He is in quite a lot of pain which he doesn’t understand. He also has a hearing aid. Gary became concerned about Robert mixing up household tasks, for example putting shopping in the oven. Also, Robert has recently been asking when Louise (the deceased daughter) is going to visit.

ASSESSMENT 002

PLEASE also see the assignment guidance pack I will give you which provides useful information and guidance about the assignment (This will be uploaded on Moodle).

Assessment Number       

002

Assessment Type (and weighting)

Reflective account (20%) 800 words

Assessment Name

Reflective account

Assessment Submission Date

02/08/2024 (Before 23:59 UK Time)

Learning Outcomes Assessed:

LO5: Evaluate and articulate your knowledge and experience of mental health issues across the lifespan in relation to your own professional role and practice.

(800 words approx.) – Reflection – (references must be provided)

Using a Model of Reflection such as Gibbs’ Model (1988), reflect on:

  • How studying this module has developed your understanding of mental health and illness.
  • How it might impact on your current/future practice in caring for people who have mental health issues.
  • Include an action plan that will help you to plan how to further expand your knowledge.
  • Please note that this assignment, may be supportive in helping you to digest your experiences with the module, to solidify key learnings and to reflect on how these experiences may impact your future practice. This assignment is not a space to provide a module evaluation but should be focussed on your individual journey of learning and self-discovery.

Minimum Secondary Research Source Requirements:

  • You will be required to use 4 academic references/resources and 1 book.

Specific Assessment Criteria:

(Please note that the General Assessment Criteria will also apply. Please see section 2)

First class (70% and above) This piece of work shows evidence of wider research with reference to several differing academic viewpoints. The assignment has recognised relevantly and discussed in detail, academic theories relevant to mental health, examples of relevant policies and strategies related to the question asked.  Several reasoned and logical arguments have been developed well and supported by a wide range of appropriately researched literature. Reference to ACADEMIC SOURCES is clear, relevant and informative. Presentation is of a high standard, and in the appropriate assignment style.  The high number of appropriate sources has been referenced accurately and to a high standard. Demonstrate an awareness of historic and contemporary concepts of mental health. Academic writing style, English and referencing is excellent.

Upper Second class 2(1) (60-69%) A clear and informative piece of work with evidence of wider research and discussion. The assignment has correctly recognised and discussed all the required academic theories and policies.  Well-thought arguments have been developed and supported by a very good number of sources.  Reference to ACADEMIC SOURCES is clear.  Presentation is of a very good standard, in the appropriate style.  A very good number of appropriate sources have been referenced well, with most complying with the Harvard style. Academic writing style, English and referencing will be very good. 

Lower Second class 2(2) (50-59%) A clear and informative piece of work with evidence of wider research and discussion. The assignment has correctly recognised and discussed all the required academic theories and policies.  Some reasoned arguments have been developed and supported by a good number of sources.  Reference to ACADEMIC SOURCES is clear.  Presentation is of a good standard, in the appropriate style.  A good number of appropriate sources have been referenced well, with most complying with the Harvard style. Academic writing style, English and referencing are of good standard. 

Third class (40-49%) A reasonable attempt has been made at researching the assignment, but greater in-depth discussion and academic debate is required.  The assignment has recognised relevant academic theories policies and strategies however mostly the discussion is superficial and lacking in any depth.  Reference to ACADEMIC SOURCES has been attempted.  Presentation of the assignment is limited, and only the minimum of 8 sources has been provided. Academic writing style, English and referencing is generally competent.

Fail (39% and below): Students who do not meet the requirements of a third-class grade will not successfully complete the assignment activity

  1. General Assessment Criteria for Written Assessments

 General Assessment Guidelines - Level HE6

 

Relevance

Learning outcomes must be met for an overall pass

Knowledge and Understanding

Analysis, Creativity and Problem-Solving

Self-awareness and Reflection

Research/

Referencing

Written English

Presentation and Structure

 

Class I
(Exceptional Quality)

85% - 100%

Work is directly relevant and expertly addresses the requirements of the brief.

 

Learning outcomes are met.

Demonstrates an exceptional breadth and depth of knowledge and understanding of theory and practice beyond the threshold expectation for the level.

 

Demonstrates mastery in conceptual understanding of a range of specialised areas.

Presents an exceptional synthesis and critical evaluation of findings from a broad range of relevant sources in order to draw clear, systematic, justified and insightful conclusions.

Provides a sophisticated critical insight and expertly interprets complex matters and ideas.

Demonstrates exceptional creative flair and a high level of originality.

Demonstrates exceptional problem- solving skills and initiative.

Provides insightful reflection and critical self-awareness in relation to the outcomes of own work and personal responsibility.

An extensive range of contemporary and relevant reference sources selected and drawn upon.

 

Sources cited accurately in both the body of text and in the Reference List/ Bibliography.

Writing style is clear, succinct and appropriate to the requirements of the assessment.  An exceptionally well written answer with competent spelling, grammar and punctuation. For example, paragraphs are well structured and include linking and signposting. Sentences are complete and different types are used.  A wide range of appropriate vocabulary is used.

The presentational style and layout are correct for the type of assignment.

Evidence of planning and logically structured.

Where relevant, there is effective inclusion of, and reference to, figures, tables and images.

Class I
(Excellent Quality)

70% - 84%

Work is relevant and comprehensively addresses the requirements of the brief.

 

Learning outcomes are met.

Demonstrates an excellent breadth and depth of knowledge and understanding of theory and practice for this level.

 

Demonstrates an in-depth conceptual understanding of a range of specialised areas.

Presents an excellent synthesis and critical evaluation of findings from a broad range of relevant sources in order to draw clear, systematic, justified and perceptive conclusions.

Provides a critical insight and clearly interprets complex

matters and ideas. Demonstrates creative flair and a high level of originality.

Demonstrates excellent problem- solving skills and initiative.

Provides excellent reflection and critical self-awareness in relation to the outcomes of own work and personal responsibility.

A wide range of contemporary and relevant reference sources selected and drawn upon.

 

Sources cited accurately in both the body of text and in the Reference List/ Bibliography.

Writing style is clear, succinct and appropriate to the requirements of the assessment. An excellently well written answer with competent, spelling, grammar and punctuation. For example, paragraphs are well structured and include linking and signposting. Sentences are complete and different types are used.  A wide range of appropriate vocabulary is used.

The presentational style and layout are correct for the type of assignment.

Evidence of planning and logically structured

Where relevant, there is effective inclusion of, and reference to, figures, tables and images.

Class II/i
(Very Good Quality)

60% - 69%

Work is relevant and addresses most of the requirements of the brief well.

 

Learning outcomes are met.

Demonstrates a thorough breadth and depth of knowledge and understanding of theory and practice for this level.

Demonstrates a sophisticated conceptual understanding of a range of specialised areas.

Presents a perceptive synthesis and critical evaluation of findings from a range of relevant sources in order to draw clear, justified and thoughtful conclusions.

Interprets complex matters and ideas well. Demonstrates a good level of creativity and originality.

Demonstrates strong problem- solving skills.

Provides very good reflection and critical self-awareness in relation to the outcomes of own work and personal responsibility, as required by the assessment.

A wide range of relevant reference sources selected and drawn upon.

 

Sources cited accurately in the main in both the body of text and in the Reference List/ Bibliography.

Writing style is clear, succinct and appropriate to the requirements of the assessment. A very well written answer with competent spelling, grammar and punctuation. For example, paragraphs are well structured and include linking and signposting. Sentences are complete and different types are used. A range of appropriate vocabulary is used.

The presentational style and layout are correct for the type of assignment.

Evidence of planning and logically structured in the main.

Where relevant, there is effective inclusion of, and reference to, figures, tables and images.

 

Relevance

Learning outcomes must be met for an overall pass

Knowledge and Understanding

Analysis, Creativity and Problem-Solving

Self-awareness and Reflection

Research/

Referencing

Written English

Presentation and Structure

 

Class II/ii
(Good Quality)

50% - 59%

Work addresses key requirements of the brief. Some irrelevant content.

 

Learning outcomes are met.

Demonstrates a sound breadth and depth of knowledge and understanding of theory and practice for this level.

 

Demonstrates a sound conceptual understanding of specialised areas.

Presents a logical evaluation of findings from a range of relevant sources in order to draw clear and justified conclusions.

Interprets some complex matters and ideas.

Demonstrates some creativity.

Demonstrates effective problem-solving skills and initiative.

Provides good reflection and critical self-awareness in relation to the outcomes of own work and personal responsibility, as required by the assessment.

A range of relevant reference sources selected and drawn upon.

 

Most sources accurately cited both the body of text and in the Reference List/Bibliography.

Writing style is mostly appropriate to the requirements of the assessment. Grammar, spelling and punctuation are generally competent and minor lapses do not pose difficulty for the reader. Paragraphs are structured and include some linking and signposting. Sentences are complete.

A range of appropriate vocabulary is used.

The presentational style and layout are correct for the type of assignment.

Logically structured in the most part.

Inclusion of figures, tables and images but not all relevant or referred to.

Class III
(Satisfactory Quality)

40% - 49%

Work addresses the requirements of the brief, although superficially in places. Some irrelevant content.

 

Learning outcomes are met.

Demonstrates a sufficient breadth and depth of knowledge and understanding of theory and practice for this level.

 

Demonstrates a conceptual understanding of some specialised areas.

Presents an evaluation of findings from a range of sources in order to draw some valid conclusions.

Interprets some complex matters and ideas but with descriptive passages evident which lack clear purpose.

Demonstrates creativity in places.

Demonstrates sufficient problem- solving skills and initiative.

 

Provides some reflection and critical self-awareness in relation to the outcomes of own work and personal responsibility, as required by the assessment.

Some relevant reference sources selected and drawn upon.

 

Some weaknesses in referencing technique.

Writing style is occasionally not appropriate for the assessment.

Grammar, spelling and punctuation are generally competent, but may pose minor difficulties for the reader. Some paragraphs may lack structure, and there is limited linking and signposting. Some appropriate vocabulary is used

The presentational style and layout are largely correct for the type of assignment.

Adequately structured.

Inclusion of some figures, tables and images but not all clear, relevant and/or referred to.

Borderline

Fail
35% - 39%

Work addresses some of the requirements of the brief. Irrelevant and superficial content.

 

One or more learning outcomes have not been met.

Demonstrates a lack of knowledge and understanding of theory and practice for this level. Demonstrates Insufficient conceptual understanding of specialised areas.

Presents a limited evaluation of findings from set sources.

Descriptive or narrative passages evident which lack clear purpose.

Demonstrates little creativity.

Demonstrates insufficient problem- solving skills and initiative.

 

Provides limited reflection and critical self-awareness in relation to the outcomes of own work and personal responsibility, when required.

Sources selected are limited and lack validity/relevance. 

 

Poor referencing technique employed. 

Writing style is unclear and does not match the requirements of the assessment. Deficiencies in spelling, grammar and punctuation makes reading difficult and arguments unclear in places. Paragraphs are poorly structured.

For the type of assignment, the presentational style, layout and/or structure are lacking.

Inclusion of figures, tables and images but not clear, relevant and/or referred to.

Fail

<34%

Work does not address the requirements of the brief. Irrelevant and superficial content.

 

One or more learning outcomes have not been met.

Demonstrates inadequate knowledge and understanding of theory and practice for this level.

 

Demonstrates Insufficient conceptual understanding of relevant areas.

Analysis is weak and poorly constructed with inadequate sources drawn upon. 

Demonstrates little or no creativity.

Demonstrates a lack of problem- solving skills and initiative.

 

Provides inadequate reflection and self-awareness in relation to the outcomes of own work and personal responsibility, when required.

An absence of relevant sources selected and drawn upon.

 

Poor referencing technique employed.

Writing style is unclear and does not match the requirements of the assessment in question.

Deficiencies in spelling, grammar and punctuation makes reading difficult and arguments unclear. Unstructured paragraphs.

For the type of assignment, the presentational style, layout and/or structure are lacking.

 

Inclusion of figures, tables and images but not clear, relevant and/or referred to.

 

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