Author: PAPERLINK

Assignment Task

Purpose

The purpose of this assessment task is for students to demonstrate their ability to undertake a holistic mental health assessment and engage case formulation based on a consumer from the youth and young adult age demographic (12-24 years). Description In this assessment task your mental health assessment must be based on a consumer that you have cared for within the context of an inpatient setting or community-based mental health service.

You are required to undertake a holistic mental health assessment and provide a structured formulation using a recognised formulation tool. In order to maintain confidentiality in your final submission, you must use a pseudonym when referring to this consumer and the context in which the mental health assessment was based.

In other words, do not give the real name of the consumer or the clinical area that you work in.

Your case formulation should:

• Provide an introduction to the consumer and give an overview of the reasons why they are presenting to the inpatient setting or community mental health service
• Present a comprehensive biopsychosocial history
• Provide a comprehensive and structured mental state examination
• Present a comprehensive risk assessment which includes adaptive coping strategies
• Provide a structured formulation of the persons presentation

As you are completing this mental health assessment with a young person, your assessment and formulation needs to acknowledge key factors that are relevant to their age group – 12 – 24 years. You need to incorporate specific assessment tools or evidence based strategies that are used in the assessment and case formulation of consumers from this demographic.

  

• Review Chapter 4 in the Jansson text.
• Review the article by Rome and Hoechstetter in the Learning Resources this week.
• Search for and select at least one scholarly article that explores the intersection of your selected social problem and the influence of public opinion.

Post a brief reminder of your social problem and address the following: 

• How does public opinion influence political approaches to the problem? Explain.
• What policy advocacy approaches and skills can you use to address the problem with political leaders?
• What are the social justice implications of your approach?

Be sure to cite the article you selected to inform your Discussion this week, as well as additional sources from the Learning Resources this week. Provide full APA-formatted citations for your references. 

The post Search for and select at least one scholarly article that explores the intersection of your selected social problem and the influence of public opinion first appeared on Courseside Kick.

Assignment Task

1. What is the Project Title (as presented in the Project Description/Protocol)?

2. Provide a summary of the research project in non-technical language (layman’s language)

3. In what environment/s will the research be conducted?

4. What organisation/entity has overall responsibility for this project?

5. Describe how this research project is currently, or will be, funded?

6. When do you anticipate starting the research project?

7. What is the anticipated duration of the research project?

8. Do any members of the research team (including persons not listed in this application), have any financial or nonfinancial interests related to this research?

9. Are there any restrictions or limits on publication of data or dissemination of research outcomes of this project?

10. Has the scientific or academic merit of the research project been evaluated

Assignment Task

For this assignment, you will make perceptual observations and take instrumental measurements inside a building on campus.

You will compare the qualitative and quantitative data you collect. Your assignment is broken into 7 steps:

Step 1: Select two quantities to measure

You may choose between:

• Sound: A-weighted sound pressure level over 60 seconds (to measure background noise, 1.5 m above the floor)
• Light: Illuminance (horizontally, 75 cm above the floor)
• Thermal: Air temperature (1.1 m above the floor) and relative humidity

Step 2: Choose a building and location to measure

Select a building on campus. It should be large enough to have a variety of rooms, intended for different occupant activities. 

Step 3: Gather your measuring instruments

1. Sound: We recommend using the sound level meter in the yellow boxes to measure dBA. You want to measure the average intensity over a period of time, commonly referred to as Leq in the field of acoustics. Otherwise, you can use the NIOSH Sound Level Meterfor Apple iOS users (but not limited to). You can choose your own app that suits your phone’s operating system.
2. Light: The illuminance meter in the yellow boxes. Readings are very sensitive to the position of the sensor, so make sure it is steady and no obvious obstructions are shadowing the device.
3. Thermal: The thermometer and HM 34 humidity meter (if available) in the yellow boxes. Make sure to extend the sensor probe and remove the yellow cap before taking your measurements.
4. Tape measure or laser distance measuring device.

Step 4: In less than a page, describe the building 

Provide the building name describe its function(s), and provide some contextual descriptions for the measurements:

• size (e.g., number of storeys, etc.)
• construction type and/or architectural features
• site features (e.g., distance to neighbouring buildings, proximity to traffic, the volume of traffic (light/heavy))
• occupancy type of the room/space where you did your measurements (schedule, density, activity type, visitor/worker, etc.)
• ventilation mode of the room/space where you did your measurements (A/C, natural ventilation, heating system type etc.)
• interior surface finish type of the room/space where you did your measurements (soft, hard, drapes, carpet, timber floor, glazed area etc.)
• the window-to-wall ratio of the room/space where you did your measurements (area of glazed windows divided by area of all walls including windows

Step 5: Record measurements from 10 spaces/locations inside the building 

Choose the 10 spaces to include a variety of different types of spaces, with a broad range of values for the quantities that you are measuring. Record the following information for each measurement point:

• Brief description of the type of space (e.g., classroom, office desk area, seating area, bathroom, retail shop, etc.)
• Brief description of the intended activities for the space (e.g., navigation, reading, writing, speaking to others, ordering food, etc.)
• Your subjective impressions of the quantity you are analysing (background noise, illuminance, or air temperature). Be systematic in your use of adjectives. Describe your:
  • percepts (e.g., it’s loud, it’s cold, it’s bright, etc.)
  • how those percepts relate to your comfort (e.g., it hurts my ears, it makes me shiver, it strains my eyes, etc.),
  • how those percepts facilitate or impede your ability to perform the activities for which the space is intended (e.g., it’s difficult to have a conversation, the chill makes me want to leave, it’s difficult to read the signs, etc.), and
  • any observations you have about factors that influence your percepts (e.g., there are a lot of people talking, the window is open, the window admits a lot of light into the space, etc.)
• Your quantitative instrumental measurement results. Be sure to use units appropriately.

Step 6: Analyse the relationships (if any) between your perceptual impressions and your instrumental measurements

Tables and graphs are permissible. You may wish to consider these points:

• In which locations did you measure the largest and smallest quantitative values? How different were they? How different were your perceptual impressions of those locations?
• Can you identify a relationship between your quantitative results and your descriptions of comfort? If/when there is not a clear relationship between them, can you speculate as to why?
• Did spaces with different intended activities appear to function better or worse with different values of the quantity you measured? From your impressions, can you draw any conclusions about the relationship between the quantity you measured and suitability for the intended activities?
• Are there any aspects of the building(described in Step 4) which directly impact, negatively or positively, the activities for which the space was intended?
• Are there any aspects of the building’s site(described in Step 4) which directly impact, negatively or positively, the activities for which the space was intended?

Assignment Task

Description

This report requires you to assess and plan mental health interventions for a given client case.

Rationale For Assessment Task

Registered nurses are required to provide relevant holistic, patient-centred care. The ability to correctly perform a mental state examination and plan appropriate nursing care is a part of that role.

Course Learning Outcomes

Aligns to the Course Learning Outcomes 1, 2 & 3.

CLO 1 – Apply evidence-based interventions which informs the development of targeted treatment planning across the lifespan of the consumer, including culturally diverse consumers.

CLO 2 – Explain the importance of mental health legislation, rights of mental health consumers, cultural diversity, and the legislative implications for nursing practice.

CLO-3 – Effectively communicate with consumers, including Indigenous populations, to accurately assess mental state and risk parameters using standardised mental health assessment forms.

Task Detail

Please include the following consumer details on the appropriate documentation for this assignment.

• URN: UniSQ77478
• Name: Goldblum
• Given Name(s): Peter
• Address: 123 Smiths Road, Smithville 4444
• Date of Birth: 25.12.1982

1. Download and read the collateral history related to the client.

2. Access and download the Assessment template from the study desk. This is located within the Assessment booklet. You are required to type directly into the formatted document provided.

3. The assessment template is to be completed using the client data provided within the Assessment booklet. This one template contains all documents that you need to complete this assessment.

4. Watch the client video of the clinical interview, located within the assessment booklet. Document your observations from the interview/assessment into the MSE form in your Assessment template. You must use the appropriate mental health terminology to communicate your findings. You must use the client assessment responses to support your assessment findings.

5. Identify and document THREE (3) relevant symptoms or issues that the client displayed during the interview or are recorded on the Risk Assessment.

• Research TWO (2) evidenced-based nursing mental health interventions per finding/symptom to assist you in completing the management plan. A total of six interventions and one reference per intervention to a total of six individual references.

6. Nursing Report: Write a succinct, pertinent, and relevant nursing report using the shared tool.

Assignment Task

Short questions

1. What Quality Area from the National Quality Standards relates to the development of relationships with children? In your own words, provide a brief outline of the quality area.
2. What does National Regulation 155 cover? Include three (3) ways that providers should ensure education and care to children under this regulation.
3. Children can benefit from having positive relationships that are respectful. Discuss this statement in 70 words.
4. What benefits have studies shown about developing positive relationships with children?
5. Describe the following two (2) systems in Bronfenbrenner’s Ecological Systems Theory that relate to a child’s interpersonal relationships:
   • Microsystem
   • Mesosystem
6. Considering Bronfenbrenner’s theory, why would it be important to promote a collaborative relationship with families and educators?
7. Identify three (3) reasons for supporting the involvement of families and communities to strengthen communication with children.
8. While supporting children in a service, it is important to develop positive and respectful relationships with them and their families. Why are warm and caring interactions important for children, and how can educators support these concepts through reciprocal relationships with children and families?
9. How can educators collaborate with families to support their choices and decision making?
10. Children will explore environments that reflect their interests and needs and makes them feel secure. It is known that physical and other environmental factors influence behaviour especially in young children and safe and inviting environments are more likely to promote positive and respectful relationships.

Describe how the following four strategies can contribute to making environments safe and influence children’s behaviour:

• Designing rooms based on child preferences
• Making the space inviting and safe
• Educator Interactions
• Routines and time 

11. Describe how educators can use the following environmental factors to support positive relationships and guide behaviour while making the environment safe and stimulating:

• A blend of familiar and unfamiliar environment
• The furniture in the space

12. Group dynamics will have an impact on the way children behave with each other and educators. Discuss this and include five (5) common roles in group dynamics.
13. What effects can group dynamics have on a childcare service and learning environment? Consider the impact on the children and the educators.
14. Discuss how brain development is linked to emotional development in children. Include how positive experiences in the early years affect brain development.
15. Explain why it is important for their development to support children in identifying and labelling emotions and how you can encourage this. In your response, identify two (2) strategies to help children label their emotions. 
16. Describe what pro-social skills are and how children develop them.
17. Provide four (4) examples of pro-social behaviours.
18. What influence can a positive environment have on a child’s behaviour?
19. There are a range of developmental challenges or learning difficulties that may require special communication and influence children’s behaviour through specific behavioural indicators. 

Give two (2) behavioural indicators in young children for the following developmental challenges:

• Auditory Processing Disorder
• Dyspraxia

And two indicators in older children for the following developmental challenges:

• Attention Deficit Hyperactivity Disorder
• Dyslexia

20. An important feature of positive and respectful relationships with children are secure attachments and self-regulation. Describe what self-regulation is and provide two (2) examples of how educators can help children develop self-regulation skills?
21. What is attachment and why is it important when considering how children relate to others and develop positive relationships?
22. Provide five (5) reasons why attachments are an important feature of educator and child relationships.
23. List five (5) methods for developing positive attachments.
24. Resilience is the ability to adapt to a variety of situations and overcome stress, challenges, and problems. Briefly discuss why building resilience in childhood is important and identify three (3) ways to help children develop resilience.
25. Positive communication models apply certain techniques while interacting with others. Identify three (3) of these techniques.
26. Why is it important to develop a positive communication model, regardless of how children are communicating?
27. In your own words, describe the “linear” and “transactional” communication models.
28. Investing time in getting to know children can show them that you are listening, hearing, and respecting their views, which can contribute to a mutually respectful relationship. Discuss this statement in relation to the following communication methods and in your discussion identify one example of doing each of these:

• Get to know them
• Ask for their opinion
• Active listening

29. Discuss how questions are an important communication technique with children two years and above and the types of questions you can ask to promote communication.
30. What is the purpose of non-verbal communication with young children?
31. Describe two (2) other strategies to encourage effective verbal communication that involve showing an interest in children and a respect for their opinions.
32. Outline two (2) methods of positive non-verbal communication with toddlers and two (2) methods of positive non-verbal communication with babies.
33. One feature of developing positive and respectful relationships with children is supporting sustained shared thinking and conversation. Describe sustained shared thinking and provide three (3) features of a sustained shared conversation.
34. List five (5) example questions you might use to sustain a conversation with children under two years of age.
35. Culture influences the communication practices of educators, families, and children and is, therefore, an important feature to reflect on when developing respectful relationships. Reflect on how educators’ cultural background can influence their interactions with children and how this can be improved.
36. Identify and discuss three (3) areas of difference that you should consider when developing strategies to communicate that demonstrate respect and understanding across cultures.
37. List three (3) specific strategies to support cross-cultural communication in your practice?
38. Identify two (2) cultural factors that can have an impact on children’s behaviour.
39. List five (5) ways you can guide children’s behavior by focusing on their strengths.
40. In your own words, describe three (3) methods for valuing when a child shares their area of strength or learns something significant and describe how this will strengthen learning relationships.
41. In your own words, describe three (3) methods for acknowledging the efforts and strengths of children that you could incorporate into a learning program.
42. What are the principles of diversity and inclusion and why are they important in the learning environment?
43. Provide three (3) examples of how you can incorporate diversity into a learning program to support inclusion and build on children’s diverse backgrounds.
44. Incorporating equitable practices that recognise and deepen children’s understanding of other cultures can influence their worldview and support positive relationships. List five (5) examples of equitable practices that can further cultural understanding.
45. Equity and access can be described as equal opportunity. What does this idea mean? What are the principles of equal opportunity based on? What does this mean in a childcare context?
46. Describe four (4) methods for monitoring children and recognising situations where intervention is needed.
47. What are three (3) behavioural indicators that a child may need further support or intervention?

Long Questions

1. Please explain your project in detail.

Questions to be used as subheadings of your project:

• What is the age span and cognitive development stages of the children in an early childhood education and care setting and what developmental behaviour can you expect based on this?
• What strategies could you use to empower children to develop limits and consequences and why is this important for fostering positive relationships? 
• Explain why involving families is an important part of communication and developing meaningful relationships with children.
• What are four (4) techniques you could use to communicate expectations to children?
• How can you use routines and play to build and maintain respectful and positive relationships with children?

An important aspect of developing positive and respectful relationships is understanding children’s development and behaviour.

What is the age span and cognitive development stages of the children in an early childhood education and care setting and what developmental behaviour can you expect based on this? 

2. What strategies could you use to empower children to develop limits and consequences and why is this an important feature of positive relationships?
3. Explain why involving families is an important part of communication and developing meaningful relationships with children.
4. What are four (4) strategies you could use to communicate and build relationships with children?
5. How can you use routines and play to build and maintain respectful and positive relationships with children? Provide four (4) examples for each age category:

• Babies and Toddlers
• 3-5-Year-Old Children

Assignment Task

Question

In your own words, define the following terms you have learnt in Unit 1. Explain each concept by using behaviours exhibited by character(s) in some movie(s)/drama(s) as example:

a. Self-discrepancies

b. Optimistic explanatory style

c. Self-handicapping

d. Self-defeating behaviour

e. Self-monitoring

Notes to students

1. Draw discussion materials from Unit 1, and the corresponding unit in the Study Guide.

2. Define each term in your own words.

3. For each term, find a character in a movie or drama who exhibited the relevant behaviour as example. For each example, explain in detail what happened in the movie/ drama and how that can illustrate the concept under discussion.

4. You may use the same movie/drama character to illustrate all the five terms or use characters from different movies/dramas to illustrate each term.

Assignment Task

Relevance

Registered Nurses have a significant role to play in advancing the quality of patient care in clinical workplaces. Leadership competence within clinical practice, at all levels, is recognised by the Nursing and Midwifery Council Registered Nurse Standards for Practice. This assessment task provides students with an opportunity to propose a leadership approach to address a clinical problem as represented in the following case. It is expected that this activity will foster deeper understanding of change leadership in nursing contexts.

Scenario

You are a Registered Nurse working at the Bowerbird Estate aged care residential facility. Bowerbird Estate is located in a rural township (population 8,000) in Central NSW. The town is located 50 km from the nearest regional centre and hospital. The facility provides care for 100 residents, many of whom are some distance from their families and friends. The facility is staffed by Registered, Enrolled nurses and Assistants in Nursing, kitchen, cleaning and administrative staff. A Director of Nursing, a Deputy Director of Nursing and a Business Manager oversee the operations of the facility. The services of a Diversional Therapist, a Physiotherapist, a Pharmacist and several medical doctors from the local general practice are employed by the facility.

During a recent accreditation visit, the accreditation team found that residents in the facility were at risk of pressure injury, with no consistent approach to prevention. The lack of consistency posed a risk to the safety and quality of resident care. The team recommended a change to current practice, including the development of an appropriate procedure, and a training program for all care staff to attend.

In response to the recommendations made by the accreditation team, the Director of Nursing has asked you to develop a proposal in which you are to outline the appropriate change leadership approaches you will take to implement the change, to satisfy the accreditation requirements.

Assignment Task

Rationale

Early childhood teachers (ECT) need to have a thorough understanding of diverse theoretical and philosophical foundations of play-based pedagogies to critically consider the possibilities and challenges associated with incorporating play into our early childhood education practices. As an ECT, part of our responsibility is to advocate for the recognition and significance of play as a fundamental right of every child. Moreover, we must strive to create inclusive and collaborative learning environments that welcome diverse perspectives and allow for the development of a shared understanding of what ‘play’ entails, as well as the implications of implementing play-based pedagogies in early childhood policies and practices.

Assessment 1 requires students to critically engage with theoretical perspectives of play and reflect upon key issues presented in Modules 1-3 and create a digital presentation.

This assignment aligns with the following Unit Learning Outcomes (ULOs)

• ULO1: identify and analyse the role of play in learning and examine the challenges pertaining to play and pedagogies.
• ULO2: discuss the diversity of approaches to pedagogies utilised in early childhood education and care, and how they position children, teachers, and parents/carers.
• ULO3: analyze the relationships between philosophy, theory, and pedagogy to the learning environment for all young children (birth – to 5 years).
• ULO4: critically reflect on personal philosophy to play and pedagogies for learning and teaching as an early childhood professional.

Task Description

Imagine you are working in an early childhood education and care (ECEC) setting and have been asked to present at the family information night. Some families of children aged 4-5 years voice their concerns about the play-based approaches used in your setting. They believe their children should be engaged in more formal, academic approaches to prepare them for school. Other families are interested in the play-based approach but would like to know more about the potential value and benefits of play.

For assessment 1, your task is to prepare a ‘pitch’ to explain and justify the importance of a play-based pedagogical approach for children now and in their future.

Assignment Task

Unit Learning Outcomes

This assessment task maps to the following ULOs:

ULO1: describe and justify curriculum in early childhood education and care services

ULO2: understand and demonstrate conceptual knowledge related to key learning areas for children from birth to five years

ULO3: argue, with reference to the literature, how curriculum key learning areas can be applied to support children’s learning

ULO4: create and analyse learning environments of curriculum key learning areas for children’s development and learning explain the role of the early childhood educator

Rationale

This unit develops conceptual knowledge of the holistic and integrated approach to curriculum in the early childhood setting for children aged from birth to five years. Students learn about the importance of play, the Early Years Learning Framework (EYLF) (2022), National Quality Standard (ACECQA, 2020) and use an integrated approach of the learning areas (Australian Curriculum Foundation Year; English, Humanities and Social Sciences, Health and Physical Education, Languages, Mathematics, Science, Technologies, and The Arts).

Task Description

As an early childhood educator, it is important that you have a good understanding of theory, Early Childhood curriculum framework (EYLF), National Quality Standard (NQF), and Australian Curriculum Foundation year) and to be able to justify how early childhood educators use play to plan and implement curriculum for young children in early childhood settings. Assessment 1 requires you define curriculum in early childhood education, discuss how educators use play to implement the curriculum and critically reflect on teacher and children’s interactions during an early childhood activity with relevant links to EYLF, NQS Quality Areas (QA), and Australian Curriculum Learning Areas (Foundation Year). This assessment task will enable you to demonstrate a good working knowledge and understanding of early childhood education curriculum, frameworks, theory, and concepts. Note: For this unit, the terms educator and teacher are interchangeable.

Task Instructions

Write a critical response to the following three points to demonstrate a good working knowledge and understanding of early childhood education curriculum, frameworks, theory, and concepts.

1. Define what curriculum means in early childhood education and provide a rationale for your statement using the unit content and readings to support your discussion.

2. Discuss how educators use children’s play to plan and implement curriculum in early childhood education settings. Justify your response by using theory, EYLF, NQS QA, using the unit content and readings to support your discussion.

3. Observe the teacher and children’s interactions during an early childhood activity in the video provided in the Assessment 1 folder.

• a) Identify and discuss relevant EYLF Principles and Practices the educator is using to promote children’s learning and make relevant links to the NQS Quality Areas.
• b) Identify 2 relevant EYLF Learning Outcomes the children are learning during the activity. Describe a relevant example of what you see in the video that demonstrates the EYLF Learning Outcomes.
• c) Identify 2 relevant Learning Areas (Australian Curriculum, Foundation Year, English, Humanities and Social Sciences, Health and Physical Education, Languages, Mathematics, Science, Technologies, and The Arts) this activity may be covering and describe an example from the video, for each of your selected Learning Areas.