MEH505 Mental Health ASSESSMENT 1 [Critical Analysis Report]
| Question # 49318 | Writing | 9 months ago |
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ASSESSMENT 1 BRIEF
Subject Code and Title
MEH505 Mental Health
Assessment
Critical Analysis Report
Individual/Group
Individual
Length
2,000 words (+/- 10%)
Learning Outcomes
The Subject Learning Outcomes demonstrated by successful completion of the task below include:
a) Critically analyse the social and psychological determinants of prevalent mental health issues and factors that contribute towards their development
b) Critically reflect on contemporary issues and research to inform your professional practice
c) Critically examine biases and assumptions concerning mental well being
d) Research and apply a variety of theories and skills concerning mental well-being.
Submission
Due by 11:55pm AEST/AEDT Sunday end of Module 6.
Weighting
40%
Total Marks
100 marks
Context
This assessment aims to assist you critically assess the strengths and limitations of different models for explaining the most common mental health issues (problems?) clients bring to counselling. You are required to question the information and opinions presented in the debate between those who support the medical model of mental illness and those who support the psychosocial model. You should demonstrate your understanding of the different assumptions and evidence that inform these two models. This assessment tests your ability to examine the evidence and present a clear argument.
Task
Write a 2,000 word report which critically analyses the medical and psychosocial models of mental illness and their application to explain the problems people bring to counselling and inform decisions about the appropriate counselling model for the client.
Instructions
You will critically analyse the following extract taken from the below mentioned report.
By presenting emotional and behavioural problems as symptoms of mental disorder, medicalisation and diagnosis help obscure the role of social and interpersonal factors in distress and make it much more difficult to understand people’s problems in the context of their lives and relationships (Johnstone et al., 2018, p. 30).
APA Reference: Johnstone, L., Boyle, M., Cromby, J., Dillon, J., Harper, D., & Kinderman, P. et al. (2018). The Power Threat Meaning Framework: Towards the identification of patterns in emotional distress, unusual experiences and troubled or troubling behaviour, as an alternative to functional psychiatric diagnosis. Leicester: British Psychological Society. www.bps.org.uk/PTM-Main
The following is a basic report structure that can be used to successfully complete this assessment task.
· Introduction – provide background information on the context of the above mentioned quotation and define terms such as medicalisation and social and interpersonal factors.
· Body of Report – Ensure that you consider the following questions:
o How does the medical model of mental illness assist counsellors in their work?
o What are the key assumptions underpinning the medical model?
o What alternative models may be useful in counselling?
o Is a mental illness equivalent to a physical illness?
o What roles do social and interpersonal factors have in mental distress?
· Conclusion – Summarise the key arguments that you have presented in your report and come to some conclusion about the comparative value of the two models. You can also discuss any area that has been identified as requiring further research or investigation and how this will work to improve or change your understanding of the topic.
· References – Provide a reference list using only academic sources. You will need to list them in alphabetical order using the surname of the author as per the APA format. Please ensure that you list all the resources you have used throughout the report, including any items in the Appendix.
· Appendix – include information that you may have referred to specifically throughout your report, but were unable to include directly into the report (usually
due to limited word count). You need to ensure that anything you include here is clearly titled.
Assessment criteria can be accessed in the assessment rubric which follows the Academic Integrity Declaration
Written report parameters
· A title page with
o Assignment title
o Your first and last name
o Student ID
o Word count (excluding headings, in-text citations and tables)
o Unit submitted for
o Lecturer/Facilitator
o An academic integrity statement
· APA report writing style
· A running header
· Page numbers
· Double spacing
· Font size 12 minimum
· Reference list
· Word count is 2000 words (+/- 10%)
· All references must be APA format
o You must reference all material that is someone else’s material or ideas.
Referencing
It is essential that you use appropriate APA style for citing and referencing research. Please see more information on referencing here: https://library.torrens.edu.au/academicskills/apa/tool
Submission Instructions
Save your report using the following naming convention: MEH505_A_Jones_Assessment_1.pdf Submit your report via the Assessment link in the main navigation menu in MEH505: Mental Health. Your Learning Facilitator will provide feedback via the Grade Centre in the LMS portal. Feedback can be viewed in My Grades.
Academic Integrity Declaration
I declare that except where I have referenced, the work I am submitting for this assessment task is my own work. I have read and am aware of Torrens University Australia Academic Integrity Policy and Procedure viewable online at http://www.torrens.edu.au/policies-and-forms
I am aware that I need to keep a copy of all submitted material and their drafts, and I will do so accordingly.
Assessment Rubric
Assessment Attributes
Fail
(Yet to achieve minimum standard) 0–49%
Pass (Functional) 50–64%
Credit (Proficient) 65–74%
Distinction (Advanced) 75–84%
High Distinction (Exceptional) 85–100%
Critical analysis of the medical model of mental illness
Percentage for this criterion = 25%
Demonstrates a partially developed understanding of the medical model of mental health by doing no more than naming it and mentioning diagnostic systems.
Demonstrates a functional knowledge and understanding of the medical model of mental health by identifying of some key components of the model.
Demonstrates proficient knowledge and understanding of the medical model by analysing the different diagnostic systems and the benefits and dangers of diagnoses.
Demonstrates advanced knowledge and understanding of the medical model by critically analysing diagnostic systems and examining different controversial diagnoses.
Demonstrates exceptional knowledge and understanding of the medical model by critically analysing diagnostic systems, controversial diagnoses and the role of medication.
Critical analysis of the social and psychological determinants of mental health
Percentage for this criterion = 25%
Demonstrates a partially developed understanding of the social and psychological determinants of mental health by using the terms without elaborating on their meaning.
Demonstrates a functional knowledge and understanding of the social and psychological determinants of mental health by identifying some effects of poverty and relationship issues.
Demonstrates proficient knowledge and understanding of the social and psychological determinants of mental health by analysing problems such as trauma, disadvantage and loneliness and their impact.
Demonstrates advanced knowledge and understanding of the social and psychological determinants of mental
health by critically analysing the problems of poverty and trauma and other ways of looking at mental health such as the Power Threat Meaning Framework
Demonstrates exceptional knowledge and understanding of the social and psychological determinants of mental health by critically analysing the problems of poverty and trauma and the Power Threat Meaning framework and examining the incidence of mental illness in different groups in society.
Assessment Attributes
Fail
(Yet to achieve minimum standard)
0–49%
Pass (Functional) 50–64%
Credit (Proficient) 65–74%
Distinction (Advanced) 75–84%
High Distinction (Exceptional) 85–100%
Analysis and critical reflection on the two models and research with synthesis of new knowledge to inform professional practice
Percentage for this criterion = 20%
10%
Specific position (perspective or argument) fails to take into account the complexities of the issue(s) or scope of the assignment.
Specific position (perspective or argument) begins to take into account the issue(s) or scope of the assignment.
Specific position (perspective or argument) takes into account the complexities of the issue(s) or scope of the assignment. Others’ points of view are acknowledged.
Specific position (perspective or argument) is expertly presented and accurately takes into account the complexities of the contemporary issue(s) and scope of the assignment.
Specific position (perspective or argument) is presented expertly, authoritatively and imaginatively, accurately taking into account the complexities of the contemporary issue(s) and scope of the assignment. Limits of position are acknowledged.
10%
Makes assertions that are not justified.
Justifies any conclusions reached with arguments, not merely assertion.
Justifies any conclusions reached with well-formed arguments, not merely assertion supported by theories and research.
Justifies any conclusions reached with well- developed arguments supported by theories and research.
Justifies any conclusions reached with sophisticated arguments supported by theories and research.
Critically evaluate the information selected to support the report
Percentage for this criterion = 10%
5%
Confuses logic and emotion. Information taken from reliable sources but without a coherent analysis or synthesis.
Often conflates/confuses assertion of personal opinion with information substantiated by evidence from the research/course materials.
Supports personal opinion and information substantiated by evidence from the research/course materials.
Discriminates between assertion of personal opinion and information substantiated by robust evidence from the research/course materials and extended reading.
Systematically and critically discriminates between assertion of personal opinion and information substantiated by robust evidence from the research/course materials and extended reading.
Assessment Attributes
Fail
(Yet to achieve minimum standard)
0–49%
Pass (Functional) 50–64%
Credit (Proficient) 65–74%
Distinction (Advanced) 75–84%
High Distinction (Exceptional) 85–100%
5%
Limited understanding of key concepts.
Resembles a recall or summary of key ideas.
Demonstrates a capacity to explain and apply relevant concepts.
Well-demonstrated capacity to explain and apply relevant concepts.
Information is taken from sources with a high level of interpretation/evaluation to develop a comprehensive critical analysis or synthesis.
Effective Communication (Written)
Percentage for this criterion = 10%
5%
Meaning is repeatedly obscured by errors in the communication of ideas, including errors in structure, sequence, spelling, grammar, punctuation and/or the acknowledgment of sources.
Meaning is sometimes difficult to follow.
Information, arguments and evidence are structured and sequenced in a way that is not always clear and logical.
Meaning is easy to follow. Information, arguments and evidence are structured and sequenced in a way that is clear and logical.
Engages audience interest. Information, arguments and evidence are structured and sequenced in a way that is, clear and persuasive.
Engages and sustains audience’s interest. Information, arguments and evidence are insightful, persuasive and expertly presented.
5%
Presents information that is not always relevant.
Communicates in a readable manner that largely adheres to the given format.
Communicates in a coherent and readable manner that adheres to the given format.
Communicates coherently and concisely in a manner that adheres to the given format
Communicates eloquently. Expresses meaning coherently, concisely and creatively within the given format.
Assessment Attributes
Fail
(Yet to achieve minimum standard)
0–49%
Pass (Functional) 50–64%
Credit (Proficient) 65–74%
Distinction (Advanced) 75–84%
High Distinction (Exceptional) 85–100%
Correct citation of key resources and evidence
Percentage for this criterion = 10%
5%
Demonstrates inconsistent use of good quality, credible and relevant resources to support and develop ideas.
Demonstrates use of credible and relevant resources to support and develop ideas, but these are not always explicit or well developed.
Demonstrates use of credible resources to support and develop ideas.
Demonstrates use of good quality, credible and relevant resources to support and develop arguments and statements.
Demonstrates use of high- quality, credible and relevant resources to support and develop arguments and position statements.
5%
Referencing is omitted or does not resemble APA.
Referencing resembles APA,
with frequent or repeated
Referencing resembles APA,
with occasional errors.
APA referencing is free
from errors.
APA referencing is free
from errors.
errors.
The following Subject Learning Outcomes are addressed in this assessment
SLO a)
Critically analyse the social and psychological determinants of prevalent mental health issues and factors that contribute towards their development
SLO b)
Critically reflect on contemporary issues and research to inform your professional practice
SLO c)
Critically examine biases and assumptions concerning mental well being
SLO d)
Research and apply a variety of theories and skills concerning mental well-being
Attachments:
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