Examine the importance of early years and childhood experiences and the possible impact on behaviour and decision making.
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Programme Name: |
BSc Nursing (Mental Health) |
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Module Name: |
Psychosocial Interventions in Mental Health |
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Module Code: |
HS2031 |
Module Credits: |
15 |
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Year of Study: |
2 |
Level: |
5 |
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Assessment Name: |
Reflective essay |
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Assessment Weighting: |
100% |
Pass mark: |
40% |
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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 |
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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:
- Application of a psychosocial model or theory to understand communication between yourself and a Service User
- Reflection on your learning based on your observation of your own and others behaviour and communication in the groupwork
- 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.
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Grade |
Pass |
Fail |
Grade awarded |
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Very good 70-100% |
Good 60-69% |
Fair 50-59% |
Satisfactory 40-49% |
Poor 39% and below |
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Structure & presentation (5%) |
5 |
4 |
3 |
2 |
0-1 |
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Demonstrate logical and coherent development in your work. It must be clearly presented.
You will have:
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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.
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Logical and coherent development is not evident within the essay.
Numerous errors with spelling and/or grammar, punctuation, and sentence construction may be evident. |
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Referencing and citation practice (5%) |
5 |
4 |
3 |
2 |
0-1 |
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Use the recommended City University Harvard referencing system
You will have:
Cite Them Right - Home (citethemrightonline.com)
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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. |
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Knowledge of underpinning theory and evidence base in relation to an interaction with a Service User (30%)
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21-30 |
18-20 |
15-17 |
12-14 |
0-11 |
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Critically apply a psychosocial model to an interaction between you and a Service User
You will have:
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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 |
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Reflection on your learning (30%) |
21-30 |
18-20 |
15-17 |
12-14 |
0-11 |
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Critically reflect on your learning through observation of your own and others behaviour and communication in the groupwork
You will have:
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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
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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 |
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Application of your learning in practice (20%) |
14-20 |
12-13 |
10-11 |
8-9 |
0-7 |
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Application of your learning about behaviour and communication to take into your work with Service Users
You will have:
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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
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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
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Examples are absent or very general
Barriers and/or enablers are absent or very general
An implementation plan is absent or very general |
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Use of literature/ evidence (10%) |
7-10 |
6 |
5 |
4 |
0-3 |
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Use a wide range of peer reviewed literature to support all aspects of your work
You will have:
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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. |
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Total mark |
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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
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SANCTIONS |
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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) |
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For electronic submission: if you do not submit your work in an appropriate format (see guidelines) YOU WILL RECEIVE A MARK OF 0%. |
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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%. |
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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 |
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Breach of confidentiality /Dangerous practice (You will automatically receive a grade of 0%) |
For academic year 2023-2024
