Assignment 2b: Family Case Study (Out of the woods)(Due May 20th) Assignment 2 Case study Due date: 20 th May Rubric: See attached Weighting: 25% Support: To help you analyse the case study, there is...

Assignment 2b: Family Case Study (Out of the woods)(Due May 20th)

Assignment 2 Case study

Introduction

This case study may seem like an odd choice because much of the story is based around someone who is now an adult. However, it shows the profound impact of our childhood on our life. The hope is you will gain further understanding of children who have these experiences, and importantly, more understanding of the effects on adults who may be parents or grandparents in your service who need ongoing encouragement and support.

Task 1. (you do not submit this task)

(i)Prepare:

a) Work thoroughly through the remainder of the Moodle modules in the unit (Modules 1-8)

b) Re-read the readings and resources about resilience in Modules 5-8 and any part of your textbook about this (check the index).

c)Fill in or revisit the template table for this family, your notes from the Australian Story episode, your reflections and the themes you chose in the previous assignment which will now be referred to as your data (about the 'Out of the Woods' episode). You may wish to re-watch the episode again and add more detail to the table and revise the themes you chose in your previous assignment (remember you cannot use resilience because this will be discussed in your assignment after the themes).

(ii) Reflecton the interviews on the video and how that relates to some of the course materials. You are likely to identify both positive and negative issues impacting the family.Reflections are your interpretations of what you have read. Within the specific areas in the table, relate these reflections to:

• unit modules (lectures, videos) e.g. Potential feelings of isolation related to Module 3 lecture (Ref, ...)


• unit resources e.g. readings, text e.g. The high chair incident relates to (Grace et al, 2017, p. ..) discussion around parenting roles. (These are just made up to demonstrate what to do).


• Three familytheoriese.g. Strong support from family friends within Sue’s exosystem shows …The financial stress caused by unemployment is impacting …….. and …… shows the interrelated nature of the family as described in the …… theory (Ref, ...).

N.B. The above examples are not necessarily related to the family in this family case study.

(iii) Write a draft about:

• How the chosen themes relate to the theories of families. How do the chosen themes fit with what you learned, in particular, Moodle modules that they relate to? Demonstrate your understanding of a broad range of the three theories discussed in this unit. Mentioning a theory is different from discussing it in-depth about the themes from the data.


• Individual and family strengths and how you would use these as an educator to support the child and family. How have these contributed to resilience? How have the main character's strengths supported the sister?


• How you would support the main character, pretending he is 5 years old and in your EC service using a strengths-based perspective.


• Any changes in your appreciation of the issues that families face and changes that have refined your interactions with families in light of your observations, unit learning and the ethics reading above. Explain how these interactions are more appropriate. (This will be your conclusion).

Remember that:

• You write about the family as it is now, at the time of the video except you will pretend the main character is 5 years old for that particular section.


• You do not need to cover a broad range of themes, rather you will choose 3 to discuss in more depth and also resilience (4 in total, including resilience).


• The writing needs to demonstrate that you are both proactive and sensitive in your understanding of the diversity of families in Australia today. Your identification and explanation of the family type that your family represents will provide an opportunity for you to demonstrate your sensitive understanding of family diversity and how they are supported within the extended family, friends, EC services, community and at a government level (e.g. subsidised childcare policies, access to health services funded by Medicare, tax relief in the form of reduced amounts of tax paid for families with children). You will highlight key points from the data and discuss the links between the selected family, their friends and extended family.

Task 2. (you submit this)

(i) Edit, polish and publisha final assignment using the template table.

(ii)Appendix:Tasks from Module 6

7. Submit one file as a PDF or word file for marking.

Tips:

• To achieve a pass in this assignment your writing will need to demonstrate that you can identify and analyse the key issues influencing the family you are studying. We do not want to read descriptions about the family and what happened to them because we already know that.


• The assignment can be written in 'first-person' (e.g. I found that ....) and will demonstrate confirmed or new perspectives and ideas that you have on the topic.


• You will need to use a minimum ofeight references from the readings, videos, topic notes and textbook from the Learning Modules including page (or paragraph numbers for a website) if you are using a direct quote. Importantly, each textbook only counts as 1 reference, but both must be used. Finding additional references outside of the unit is okay, but probably not needed unless you need very specific information. There are plenty of resources in the Modules and theReading List.


• Use the template table.


• Showing off that you have engaged widely in this unit is smart and will earn you marks. For example, if you have read 2 articles about a topic and watched 3 videos, but only reference one source, we can only mark you for one.

Important note:
Cutting and pasting or copying information and submitting it shows up on the markers screen in red. We do not mark anything that is highlighted, even if you put a reference at the end of it. You must use direct quote marks to show where your words start and end and use direct quotes sparingly. We skip over any highlighted information unless it is a direct quote and move onto the next part. Sometimes this means the paragraph or section does not make sense and we mark that accordingly. There are three resources to help you understand this. Firstly a video about 'Avoiding plagiarism and tears', a Prezi about 'Can I plagiarise my own work' and a PowerPoint on 'Pondering the big 10 P's of Assignments'. TO AVOID TEARS AND TANTRUMS AFTER SUBMITTING ASSIGNMENTS, PLEASE VIEW THESE ESSENTIAL DOCUMENTS. We at UNE take plagiarism very seriously and many students plagiarise without realising it.