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Assignment Briefs 05-09-2024

Examine the importance of early years and childhood experiences and the possible impact on behaviour and decision making.

Programme Name:

BSc Nursing (Mental Health)

Module Name:

Psychosocial Interventions in Mental Health

Module Code:

HS2031

Module Credits:

15

Year of Study:

2

Level:

5

 

Assessment Name:

Reflective essay

Assessment Weighting:

100%

Pass mark:

40%

Contact:

If you have questions about the assessment requirements please contact the module leader: Madeline O’Carroll at m.ocarroll@city.ac.uk

For questions about the practicalities around completing and submitting the assessment, please contact: ug.prereghealth@city.ac.uk

Assessment Overview

Aim

The reflective essay will assess your knowledge and understanding of the key concepts and principles of psychosocial models of communication

Learning Outcomes for the module

  • Examine the importance of early years and childhood experiences and the possible impact on behaviour and decision making.
  • Explain the meaning of resilience and emotional intelligence
  • Discuss the meaning and importance of emotional containment
  • Analyse psychosocial theories and models of communication
  • Critically apply models of emotional intelligence to own decision making
  • Demonstrate the capacity to accept and manage uncertainty in self and others
  • Critically analyse therapeutic communications with Service Users
  • Apply knowledge of community resources during care planning
  • Demonstrate an inclusive approach to care and access to services through an understanding of own bias
  • Promote independence and the development of coping strategies

Assessment Details

You will write a 2500 word reflective essay using a psychosocial model to explore communication.

There are three areas to be included in the essay:

  1. Application of a psychosocial model or theory to understand communication between yourself and a Service User
  2. Reflection on your learning based on your observation of your own and others behaviour and communication in the groupwork
  3. Identification of two examples of behaviour or communication that you could take into your work with Service Users

During the module you will work in groups where you will generate material for the assessment and receive feedback on this.

You will be part of a group where you will bring in examples of your interactions with Service Users. You will discuss these in relation to the psychosocial theory and models presented in the module

You will also observe a group and their communication and learn about your reactions to the communication.

Word Count

Your word count includes all words and characters that make up the body of your work. This includes any headings, tables, diagrams, quotations, citations and footnotes. It does not include the title of your work. It does not include the reference lists at the end of your work. It also does not include information contained in any appendices. As a general rule, information which is essential to your work should be included in the body of your work and not added to appendices. Please see specific programme and individual assessment guidance around formatting of your work including referencing style, footnotes and appendices

Marking Criteria (Rubric)

These are descriptions, based on the module’s learning outcomes, of the skills, knowledge or attributes you need to demonstrate in order to complete the assessment successfully. Your feedback will be based on them. You may also wish to refer to the general grade-related criteria. These are descriptions of the level of skills, knowledge or attributes you need to demonstrate to achieve a certain grade or mark in an assessment. Please see page 91 and 92 of your Programme Handbook.  Feedback will be provided using Turnitin.

Grade 

Pass 

Fail 

Grade awarded 

Very good 

70-100% 

Good 

60-69% 

Fair 

50-59% 

Satisfactory 

40-49% 

Poor 

39% and below 

Structure & presentation (5%) 

5 

4 

 

2 

0-1  

 

 

Demonstrate logical and coherent development in your work. It must be clearly presented. 

 

You will have: 

  • Presented work that is grammatically correct and has good sentence construction. 

 

  • Structured your essay in a logical manner including an introduction and summary or conclusion. 

 

  • Demonstrated a coherent line of discussion. 

 

 

Professionally presented work that is logically developed. 

 

Includes an introduction and a summary/conclusion. 

 

Spelling, grammar, punctuation and sentence construction is correct. 

 

Professionally presented work that is logically developed. 

 

Includes an introduction and a summary/

conclusion. 

 

A few minor spelling, grammar, punctuation or sentence construction errors may be evident. 

 

Well-presented work. Essay is well structured but lacks logical development in places. 

 

May not include an introduction and summary/

conclusion. 

 

Some minor errors with, spelling, and/or grammar, punctuation, and sentence construction may be evident.

 

Work is clearly presented, but logical/coherent development of ideas is not always evident. 

 

May not include an introduction and summary/

conclusion.

 Some errors with spelling, and/or grammar, punctuation, and sentence construction may be evident.

 

 

 

 

 

Logical and coherent development is not evident within the essay. 

 

Numerous errors with spelling and/or grammar, punctuation, and sentence construction may be evident. 

 

Referencing and citation practice (5%)

5

4

3

2

0-1

 

 

Use the recommended City University Harvard referencing system

 

You will have:

  • Used the recommended City University Harvard citation practice throughout the essay

               Cite Them Right - Home (citethemrightonline.com)

 

  • Included an accurate and complete reference list

 

 

 All references accurate and complete using City guidelines (within text and in reference list).

 

City guidelines used. Minor inaccuracies in citation practice within text or reference list.

 

City guidelines used Several inaccuracies in citation practice within text or reference list.

 

City guidelines may not be used. Numerous inaccuracies in citation practice within text and reference list/or reference list missing.

 

No citations within text and/or reference list missing.

 

Knowledge of underpinning theory and evidence base in relation to an interaction with a Service User (30%)

 

21-30

18-20

15-17

12-14

0-11

 

 Critically apply a psychosocial model to an interaction between you and a Service User

 

You will have:

  • Critically applied a psychosocial model or theory to understand behaviour and communication between you and a Service User

 

  • Outlined the theory and considered the quality of the supporting evidence base

 

  • Included examples of relevant behaviour and communication and critically analyse these

 

Detailed commentary on the model or theory that includes critical comments

 

Very good level of critical discussion of the theory and evidence base model/theory

 

 

Detailed critical analysis of the communication that includes relevant examples and related to the theory

 

Good discussion of the model or theory that includes some critical comments

 

Good level of discussion of the theory and evidence base, with some critical elements

 

 

 Good analysis with relevant examples of communication and links to theory

 

Model or theory is clear but limited critical commentary

 

 

Fair discussion of the theory and evidence base with some critical elements, although mainly descriptive.

 

Relevant examples of communication are linked with the theory    and there are some critical comments

 

Model or theory unclear/limited commentary

 

 

Discussion of the theory and evidence base is unclear

 

 

Limited information about the communication/

Some links are made with the theory

 

Model or theory not identified or

inaccurate

 

 

Limited or no discussion of the theory and evidence base

 

 

 

No information about the communication/ Examples are not related to the theory  

 

Reflection on your learning (30%)

21-30

18-20

15-17

12-14

0-11

 

 

Critically reflect on your learning through observation of your own and others behaviour and communication in the groupwork

 

You will have:

  • Included examples of the behaviour and communication of yourself and peers in the group and reflected on these

 

  • Critically reflected on your emotional and cognitive reactions to the verbal and behavioural input in the group and the impact on your behaviour

 

 

  • Reflected on your learning about your own bias and preferences

 

 

 

 

A high number of specific and relevant examples of behaviour/communication and critical reflection on these

 

 

A high number of specific and relevant examples of

of emotional and cognitive reactions and critical reflection on the impact of these on your behaviour

 

 

 

A high number of specific and relevant examples of

of learning about your own bias and preferences and critical reflection on these

 

Specific and relevant examples of behaviour/ communication and critical reflection

 

 

Specific and relevant examples of emotional and cognitive reactions   and critical reflection on the impact of these on your behaviour

 

 

Specific and relevant examples of learning about your own bias and preferences and reflection on these

 

Fair examples of behaviour/ communication are included and there is reflection on these

 

 

Fair examples of your emotional and cognitive reactions

and reflection on how these impact on your behaviour

 

 

 

 

There are relevant examples of your  

your own bias and preferences 

and reflection on these

 

 There are some relevant examples of behaviour and communication (self and peers) and some reflection on these

 

There are some relevant examples of your emotional and cognitive reactions

and some reflection on how these impact on your behaviour

 

 

There are some relevant examples of learning about your own bias and preferences 

and some reflection on these

 

 

Examples of behaviour and communication of self and peers are absent or very general and there is minimal or no reflection on these

Examples of your own emotional and cognitive reactions are absent or very general and there is minimal or no reflection on how these impact on your behaviour

 

Examples of learning about your own bias and preferences are absent or very general and there is minimal or no reflecion on these

 

Application of your  learning in practice (20%)

14-20

12-13

10-11

8-9

0-7

 

 

Application of your learning about behaviour and communication to take into your work with Service Users

 

You will have:

  • Identified two examples of behaviour or communication to take into your work with Service users

 

  • Outlined barriers and enablers to their implementation

 

  • Identified a plan for implementing the two behaviours/communication

 

 

There are two detailed and relevant examples

 

 

Detailed barriers and enablers are identified

 

 

A detailed implementation plan is included

 

 

Two specific and relevant examples included

 

 

Specific barriers and enablers are identified

 

 

 

 

 There is a specific plan for implementation

 

 

 

Both examples are broadly identified

 

 

 

Barriers and enablers are broadly identified

 

 

 

There is some relevant information on how these might be implemented

 

 

Two examples are identified but they are general

 

 

Barriers and/or enablers are identified but they are general

 

 

The implementation plan is vague or unclear

 

 

 

 

Examples are absent or very general

 

 

 Barriers and/or enablers are absent or very general

 

 

An implementation plan is absent or very general

 

Use of literature/ evidence (10%)

7-10

6

5

4

0-3

 

 

Use a wide range of peer reviewed literature to support all aspects of your work

 

You will have:

  • Supported your work with a wide range of contemporary peer reviewed sources such as journal articles, research and textbooks
  • Used your sources to demonstrate breadth and depth of reading

 

 

Accesses and uses good quality literature to support work throughout, reflecting breadth and depth of reading or depth of reading could be improved in some areas. Examine the importance of early years and childhood experiences and the possible impact on behaviour and decision making.

 

Accesses and uses good quality literature to support work, reflecting some breadth and depth of reading, though this could be improved.

 

Accesses and uses literature to support work, though this may not all be from appropriate academic/ professional sources. Limited breadth and depth of reading.

 

Very limited use of literature to support work or mostly non-academic/ professional sources used.

 

No support from literature evident or inappropriate sources used.

 

 

 

 

 

 

Total mark 

 

Procedure

Submission Requirements (for coursework)

You will submit your essay on Moodle. Your submission should be Arial Font, size 11 in the main body of the text. You should also use 1.5 line spacing. Please ensure your submission is in Word. 

There is information about the submission on the HS2031 module page. Please view the following Turnitin submission video prior to submission. Click here 

Marking and Moderation Process

Your essay will be marked anonymously. 

The essay will be checked by Turnitin to highlight similarity with other sources in its database – this is vast and includes submissions from students from around the world, papers, books, and internet resources. The marker will see areas of overlap highlighted on the submission that they mark and will check that there is no evidence of plagiarism or collusion.

Please ensure you follow good academic practice – there are lots of resources online to help (you can start here: https://studenthub.city.ac.uk/help-and-support/improve-your-study-skills ).

Once marking is complete, then internal moderation will take place and the assessment is then made available to an external examiner for external moderation.

Feedback

Written individual feedback will be provided four working weeks after the submission (28 calendar days). The mark and feedback release date is available on Moodle.

You will receive an overall mark plus written feedback.

1) a feedback summary with development points (feedforward),  

2) in-text comments highlighting areas of strength and suggestions for improvement, and 

3) a breakdown of the marks using the marking criteria (rubric). This will allow you to hone your academic skills as you progress. 

Please speak to the module team about the feedback you receive if you have any questions or require clarification. Examine the importance of early years and childhood experiences and the possible impact on behaviour and decision making.

Sanctions

SANCTIONS

Late Submission: You can submit your work up to 24 hours after the assessment deadline, 10% of the maximum available marks will be deducted from your final mark. For example, if the assessment maximum mark is 100%, 10 marks will be deducted. (Refer to sanctions section of Programme Handbook for full details on hard copy and electronic copy deductions)

For electronic submission: if you do not submit your work in an appropriate format (see guidelines) YOU WILL RECEIVE A MARK OF 0%.

For electronic submission: If you do not submit your assignment in the submission drop box allocated for the module’s assessment YOU WILL RECEIVE A MARK OF 0%.

Exceeding the word limit will incur the following sanctions:

- 0-10% over word limit – no sanction

- 11-20% - minus 5 marks

- 21-40% - minus 10 marks

- 41-60% - minus 20 marks

- Over 60% - to be resubmitted

Breach of confidentiality /Dangerous practice (You will automatically receive a grade of 0%)

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