Compose a research and practice paper for a selected emotional/behavioural challenge that individuals may experience.

ASSESSMENT TASK INFORMATION: EDU3335

Assessment 1 – Research and Practice Paper

This document provides you with information about the requirements for your assessment. Detailed instructions and resources are included for completing the task. The Criterion Reference Assessment (CRA) Rubric that markers use to grade the assessment task is included.

Task overview

Assessment namePsychopathology
Task descriptionCompose a research and practice paper for a selected emotional/behavioural challenge that individuals may experience. 
Due DateMonday 26 October 2020

Task snapshot

LengthWord length:  3000 words +/- 10% (excluding reference list and appendices)
Weighting60% of overall course grade
Individual or GroupIndividual
Formative or SummativeSummative
How will I be assessedRubric (HD – F)

Submission information

Task OutlineWrite a considered and evidence based analysis of a chosen psychopathology. Student Choice   Due to the diversity of interests, contexts and professional goals of students enrolled in this course, this assignment provides students with the opportunity to:   Select the condition of interest to them   Select the age range (early childhood, childhood, adolescence, emerging adulthood)   Select the context for the practice (e.g., school, counselling setting)  
POSSIBLE STRUCTUREStructure   The following section headings should be used when preparing your assignment. It is expected that you will use APA 7 Level 1 & 2 formatting for your headings.     Introduction (approx. 10% of word limit) (identifying the focus condition, age range, and context)    Description of selected condition (700 words approx.) (Synthesis of information for the specified age group)   Characteristics of disorder     Prevalence    Causes    Analyse the impact on individual development and functioning (e.g., social, communication; behavioural, emotional, physiological and cognitions etc).    Cultural and other relevant considerations   Assessment of selected condition (700 words approx.) (analysis of information about best practice for assessment)   Discuss the diagnosis of condition (e.g., diagnostic process and methods,   specialists required, concerns about the diagnostic process)    Discuss any other processes used in the assessment of the condition, such as ecological assessment, risk and protective factor analysis as outlined in literature and research    Description and analysis of specific intervention/support strategies (1000 words approx..) (synthesis of information about best practice, evidence-based interventions)    Evaluate the best evidence-based practice interventions available for this condition at this developmental stage.    What developmental issues/challenges do the strategies address?    How and when are the strategies implemented? By whom? Where?  At what age are the strategies most effective?    What evidence-based strategies can specifically be applied in your   professional context?    What is the efficacy of the strategies? Note – you must evaluate the evidence base for each strategy discussed    Conclusion (approx. 10% of word limit) Implications for professional practice (not included in the word limit)    Develop a two-page handout for professionals in your context (e.g., counsellors, teachers, mental health practitioners) about the selected condition. The handout should include a summary of information from the above sections 3, 4 & 5, and may include information about useful resources for practice (e.g., resources that contain advice for family members and teachers). Note: this handout is NOT included in the word count.    References  
RESEARCH, REFERENCING and ACADEMIC LITERACYResearch Sources:  There must be clear evidence of the use of credible academic research sources to guide your planning and your response to the assessment task. The research sources must be correctly acknowledged both ‘in text’ and in a reference list. You need to acknowledge all sources of information that are not your own words using the APA referencing style to do so.

Referencing system – American Psychological Association (APA Style): APA 7th style is the only referencing style that will be accepted. USQ Library provides comprehensive information on how to use this style of reference. 

IT IS IMPORTANT THAT YOU ACCESS THIS INFORMATION.  If your referencing i.e reference list and in-text citations, are incorrect YOU WILL LOSE MARKS USQ APA Referencing GuideAcademic Literacy:  It is imperative that you conduct a spelling, punctuation and grammar check prior to submission. The assessment will not be assessed unless it meets minimum standards of academic literacy, including referencing. Avoid use of colloquial language and be professional and objective in your writing. It is normal academic practice to write in third person unless instructed otherwise. Always support your ideas and arguments with sound researched information. If you need support with literacy skills and academic writing you can access information and help through the Learning Centre link included below:  Study Support
Resources available to complete taskFYIUSQ APA Referencing Guide
Style GuideThe cover page must be white with your name, course code, semester of study, lecturer’s name, assessment number & task, word count and due date provided. Use page numbers and a footer which MUST include your name, student number, course code, assignment task 1.  Use headings and subheadings to structure your assignment and make it easy for the reader to follow the development of your responseWrite in the THIRD PERSONYou can use diagrams within the assignment and include appendices if appropriateAll APA 7 formatting requirements must be met (headings, indents, margins, font size & type, line spacing)Submissions over the word limit will be penalised 1 mark for every 10% over.
Submission requirementsThis assessment task must: All Assignments must be submitted via the Study Desk Assessment link in document that contains the following items: use USQ APA referencing for citing academic literaturebe submitted in electronic format as a Microsoft Word document via Study DeskCheck and read through the text matching report from Turnitin.ALWAYS check that the file has been uploaded correctly and that you have an electronic copy of the assignment available if required.
Marking and ModerationMarkers have 3 weeks (working days only) from the published due date to complete the marking and provide feedback and results to youNo marked assignments will be returned earlier regardless of your individual submission datesAll feedback and results are returned to you via the submission space on the study deskIt is your responsibility to retain copies of your original assignment documents.All staff who are assessing your work meet to discuss and compare their judgements before marks or grades are finalised.
Learning outcomes measuredThe assessment related directly to APSTs (please see https://www.aitsl.edu.au/teach/standards  for further information on these standards).

Academic Integrity As a student of the USQ academic community, you are asked to work to uphold the principles of academic integrity during your course of study. USQ sets expectations and responsibilities of students, more specifically it states that students “will commit to engage in behaviour that is consistent with the University’s values of integrity and honesty in academic endeavours particularly when undertaking Assessment. (Academic Integrity Policy – Principles). At university, students are expected to demonstrate their own understanding and thinking using the ideas provided by ‘others’ to support and inform their work, always making due acknowledgement to the source. While we encourage peer learning, it is not appropriate to share assignments with other students. If you do share your assignment with another student, and they copy part of or all of your assignment for their own submission, this is considered collusion and you may also be reported for academic misconduct.  If you are unsure and need further information you can find this in the Academic Integrity Policy.

EDU3335 | Managing Emotional and Behavioural Problems | Assessment 1  | Rubric

Possible marks: 60

CRITERIAHDABCF
1 IntroductionProvided an engagingintroduction which clearly identified: (1)   the selected condition; (2) selected age range; and (3) professional context for working with individuals with the condition. The intended structure of the paper was clearly described.     Provided a thorough introduction which clearly identified: (1)   the selected condition; (2) selected age range; and (3) professional context for working with individuals with the condition. The intended structure of the paper was clear.     The introduction was well developed, and provided details for all of the following aspects: (1) the selected condition; (2) selected age range; and (3) professional context for working with individuals with the condition. The intended structure of the paper was mostly clear.  The introduction was adequate, and provided details for most of the following aspects: (1) the selected condition; (2) selected age range; and (3) professional context for working with individuals with the condition. The intended structure of the paper required further explanation.      The introduction was unsatisfactory/missing, and did not provide clear details of: (1) the selected condition; (2) selected age range; and/or (3) professional context for working with individuals with the condition. The intended structure of the paper was not clear.       
/55432.52-0
 2 Description of selected condition Presents a detailed analysis of the selected condition, including all of the following: characteristics of the condition, prevalence, causes, impact on learning and social development, and cultural considerations with thorough justification for statements.   No gaps or misunderstandings.Presents an explanation of the selected condition, including most of the following: characteristics of the condition, prevalence, causes, impact on learning and social development, and cultural considerations with some justification.   Only minor gaps or misunderstandings.Presents a description of the selected condition, including some of the following: characteristics of the condition, prevalence, causes, impact on learning and social development, and cultural considerations. Some gaps and misunderstandings evident.  Presents a satisfactory description of the selected condition, including some of the following: characteristics of the condition, prevalence, causes, impact on learning and social development, and cultural considerations. There are many gaps and/or misunderstandings.  Limited/no description of the selected condition. The work does not meet the standard for a pass.  Major misunderstanding or gaps in the analysis of the condition.
/1010-9 4-0 
3 Assessment of the selected condition.   Provides a justification of how the:   selected condition would be assessed in the nominated professional context (e.g., process, methods, specialists, concerns about this process); and  impact of the condition/challenge on individual functioning and development is evaluated (e.g., the assessment of risk/protective factors, consideration of impact on physical, cognitive, and psychosocial development)Provides an explanation of how the:    selected condition would be assessed in the nominated professional context (e.g., process, methods, specialists, concerns about this process); and  impact of the condition/challenge on individual functioning and development is evaluated (e.g., the assessment of risk/protective factors, consideration of impact on physical, cognitive, and psychosocial   development)    Provides a well-developed description of how the:   selected condition would be assessed in the nominated professional context (e.g., process, methods, specialists, concerns about this process); and  impact of the condition/challenge on individual functioning and development is evaluated (e.g., the assessment of risk/protective factors, consideration of impact on physical, cognitive, and psychosocial development)  Provides a general description of how the:   selected condition would be assessed in the nominated professional context (e.g., process, methods, specialists, concerns about this process); and  impact of the condition/challenge on individual functioning and development is evaluated (e.g., the assessment of risk/protective factors, consideration of impact on physical, cognitive, and psychosocial   development)    Limited/no description of how the selected condition would be assessed in the nominated professional context (e.g., process,   methods,   specialists, concerns about this process). The work does not meet the standard for a pass.  
/1515-13 12 11-10 9-8 7-0 
4 Description and analysis of specific intervention/support strategies.       Provides an exhaustive explanation and analysis of specific support strategies, justifying how they meet the learning and social needs of individuals with the selected condition.  Provides an explanation  and analysis of specific support strategies, and how they meet the learning  and social needs of individuals with the selected condition.  Analysis of the strategies may be lacking.    Provides a well-developed   description of specific support strategies to meet the learning and social needs of individuals with the selected condition.  Analysis of the strategies is limited.  Identifies specific support strategies to meet the learning and social needs of individuals with the selected condition.  Description and analysis of the strategies is limited.    Limited/no description and analysis of the specific support strategies to meet the learning and social needs of individuals with the selected condition. The work does not meet the standard for a pass. 
/1515-13 12 11-10 9-8 7-0 
5 Implications for professional practice.       Presents a succinct, informative and engaging handout, which includes all of   the following: (1) a summary of information from sections 3, 4 & 5 of the paper; and (2) information about useful resources.   Presents a thorough handout, which includes the following: (1) a summary of information from sections 3, 4 & 5 of the paper; and (2) information about useful resources. There are a few minor gaps only.     Presents a well-developed handout, which includes most   of the following: (1) a summary of information from sections 3, 4 & 5 of the paper; and (2) information about useful resources.   There are some gaps.  Presents a satisfactory handout, which includes some of the   following: (1) a summary of information from sections 3, 4 & 5 of the paper; and (2) information about useful resources. There are many gaps and/or some misunderstandings.   Handout does not include many of the following: (1) a summary   of information from sections 3, 4 & 5 of the   paper; and   (2)   information about useful resources. The work does not meet the standard for a pass.  
/1010-9  8  7  6-5  4-0  
Literacy and written communication skills    Excellent assignment structure, detailed & well-structured main points throughout. Purposeful, well integrated and succinct academic writing, which clearly conveys key points Excellent academic writing style, uses third person, no contractions, highly appropriate word choices and good sentence structure. No errors in vocabulary, grammar, punctuation, word choice, spelling, or organisation Document formatting including adherence to word limit is fully as per assignment instructions Utilises 25 or more current sources of academic literature. All sources are relevant & appropriate to essay content. All sources are credible & authoritative. All in-text citations & references are complete & formatted correctly according to APA 7th Ed standardsVery good assignment structure, clear main points throughout . Some purposeful and succinct academic writing, which clearly conveys key points Very minor errors in vocabulary, grammar, punctuation, word choice, spelling, and/or organisation, which do not affect comprehension and readability Document formatting including adherence to word limit is mostly as per assignment instructions. No more than 2 errors of formatting. Utilises 20-25 current sources of academic literature. Almost all sources are relevant & appropriate to essay content. Almost all sources are credible & authoritative. Almost all in-text citations & references are complete & formatted correctly according to APA 7th Ed standardsGood assignment structure, main points are generally identifiable. Writing is generally academic in tone but may occasionally lack some focus, integration and/or succinctness and may be minor errors or instances of ineffective use of vocabulary, grammar, punctuation, word choice, spelling, and/or organisation. Overall comprehension and readability is good. Some ideas are not linked. Some attempt to format document as per assignment instructions. Word limit is (more than 10%) under or over that outlined in assignment instructions. Utilises 15-20 current sources of academic literature. Some (at least two thirds) sources are relevant & appropriate for essay content. Some (at least two thirds) sources are credible & authoritative. Most in-text citations & references are complete & formatted according to APA 7th Ed standards.Assignment structure lacks clarity at times, introduction, main points and/ or conclusion are not clearly identifiable. May be several errors and instances of ineffective use of vocabulary, grammar, punctuation, word choice, spelling, academic tone, and/or organisation which obscure meaning some of the time Adequate application of spelling, grammar & punctuation conventions, multiple errors present. Many document format errors are present. Word limit is significantly (more than 15%) under or over that outlined in assignment instructions. Utilises 15-20 current sources of academic literature. Some (at least two thirds) sources are relevant & appropriate for essay content. Some (at least two thirds) sources are credible & authoritative. Most in-text citations & references are complete & formatted according to APA 7th Ed standards.Poor assignment structure, lacks clarity or does not include an introduction, main points &/or a conclusion. The degree of errors in vocabulary, grammar, punctuation, word choice, academic tone, spelling, and/or organisation is such that it is difficult to know what the writer is trying to express. Document not formatted as per assignment instructions. No/limited attempt to meet word limit expectations (over or under by more than 20%). The work does not meet the standard for a pass. Utilises fewer than 15 current sources of academic literature. Few or no sources are relevant & or appropriate for essay content. Few or no sources are credible & authoritative. Errors in APA 7th Ed standards for in-text citations & or reference list items.
/52.5 1-0 
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