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Microsoft Word - COU301A_Assessment 3 Brief_Case Study_Week11_25Jul2016.docx    BASS – COU301A  Page 1      Assessment Brief  Program  Bachelor of Applied Social Science  Subject  Working with Addicted Populations  Subject code  COU301A  Name of assessment  Assessment 3: Case Study   Length  Words: 2500  Learning outcomes addressed by  this assessment:  B, C, D, E  Submission  Date:    End of week 11, Sunday 11.55 pm  Assessment brief summary:    Expand on the summary below and use hypothetical ideas when  conceptualising a treatment plan for the case study client.  Total marks  50  Weighting  50%  Students are advised that any submissions past the due date incur a 10% penalty per day, calculated from the total mark e.g. a  task marked out of 40 will incur a 4 mark penalty per day.    Students must attempt all tasks in the unit to be eligible to pass the unit    More information can be found in Think Education Assessment Policy document on the Think Education website  (http://www.think.edu.au).     BASS – COU301A  Page 2  Assessment Description:  Case Studies are an effective way of diagnosing client issues and formulating a treatment plan.  In the following Case Study you will be required to formulate a number of components in developing a case plan  for working with an addicted client. The aim of case studies is to give students a sense of working with an ongoing  client. It is important to note that whilst there are no right or wrong answers the client has a number of issues  that will need to be identified if not addressed.  Case Study   Brad is a 22 year old male who has been referred to you by a mutual friend of his mother who has asked if you  could have a chat with him as he seems to be getting into more and more trouble which she believes is due to  his excessive drinking. He has also recently lost his driver’s licence for high range drink driving.   You agree and are contacted by Brad’s mother Sandra: she is clearly very anxious and distressed about Brad and  she gives you a blow by blow list of his negative behaviours over the past 2 years.  Sandra reports that Brad was diagnosed with ADD at age 9 as was his sister Samantha who is a year older. He  has been failing at University over the past 12 months and has become verbally aggressive at home in particular  towards herself; he is coming home at all hours and will often sleep all day unless she nags him to get up. She  believes Brad is becoming an alcoholic just like her father was and that he needs someone to make him see that  he is ruining his life. She states that Brad was such a lovely young man before his drinking escalated with the  world at his feet. She also believes he needs to talk about an accident he caused 4 years ago whilst driving drunk  on a friend’s farm which has left one of his mates with a permanent brain injury. She goes on to say we have  given him the best private school education and supported him in whatever he has wanted to do scholastically.  He was top of the school in rowing and has been studying law at University after a gap year in England.   She says Brad is willing to talk to you and sets up an appointment.  Brad attends his first session; his mother has dropped him off and is waiting outside in her car until he’s finished.  Brad appears well kempt and healthy: he is over six foot tall and a good looking young man. He initially seems  reluctant to engage with you and has difficulty making eye contact; when you enquire as to why he thinks he is  here he says, “I’m not quite sure – what did mum say”   You state that his mother is concerned that he has a problem with alcohol but would like to hear what he has to  say about that. Brad goes on to defend his drinking by saying that it’s not that bad and that his friends drink the  same way he does and that his mum is just freaked out because her dad was an alcoholic which I’m not!   You discover that Brad experiences memory loss frequently when drinking but he thinks that’s normal as his  mates have had similar experiences. His mates have also told him that he can become aggressive and will often  start fights when out with them. He has a tendency not to believe this and thinks they are exaggerating.  He minimizes the drink driving charge as just bad luck and not being all that serious however he does appear to  be concerned when you describe the consequences of such a charge and he is open to seeing you again if you  can help with that.   How would you proceed with this session and beyond?   What are the presenting issues for Brad?   What assessment tools might you employ?   What modalities might you use in working with Brad?   Formulate a contract and case plan for Brad.          BASS – COU301A  Page 3  Marking Criteria:    Max. in  category  Your  points  Answering the question and responding to the topic  30    Links to theories and concepts  10    Number and choice of appropriate references   4    Word count, readability, and structure  3    In‐text references and reference list, accuracy and use of  correct referencing style   3    Total: 50    Comments:         BASS – COU301A  Page 4  What we want to see: This Report will incorporate a formal introduction, main points and conclusion; as this is a report, the introduction and conclusion, as well as individual sections addressing different issues should be flagged by subheadings. The work must be fully referenced with in-text citations and a reference list at the end. We recommend you work with your Academic Writing Guide to ensure that you reference correctly. You will find a link to this document on the main page of every unit, under the 'Assessments' section. Correct academic writing and referencing are essential tasks that you need to learn. We recommend a minimum of ten references. Referencing: References are assessed for their quality. You should draw on quality academic sources, such as books, chapters from edited books, journals etc. Your textbook can be used as a reference, but not the Study Guide and lecture notes. We want to see evidence that you are capable of conducting your own research. Also, in order to help markers determine students’ understanding of the work they cite, all in-text references (not just direct quotes) must include the specific page number/s if shown in the original. Researching: You can search for peer-reviewed journal articles, which you can find in the online journal databases and which can be accessed from the library homepage. Reputable news sites such as The Conversation (https://theconversation.com/au/health), online dictionaries and online encyclopedias are acceptable as a starting point to gain knowledge about a topic. Government departments, research institutes such as the National Health and Medical Research Council (NHMRC), international organisations such as the World Health Organisation (WHO) and local not for profit organisations such as the Cancer Council are also good resources. Formatting: The assessment MUST be submitted electronically in Microsoft Word format. Other formats may not be readable by markers. Please be aware that any assessments submitted in other formats will be considered LATE and will lose marks until it is presented in Word. What we don’t want to see: Plagiarism: All sources of information need to properly be acknowledged. Please refer to the plagiarism website on blackboardi. By clicking the 'Upload this file' button you acknowledge that you have read, understood and can confirm that the work you are about to submit complies with the Flexible and Online plagiarism policy as shown in the JNI Student Handbook. Like other forms of cheating plagiarism is treated seriously. Plagiarising students will be referred to the Program Manager. Word Count: Marks will be deducted for failure to adhere to the word count – as a general rule you may go over or under by 10% than the stated length. Late Submissions: Students are advised that any submissions past the due date incur a 10% penalty per day, calculated from the total mark e.g. a task marked out of 30 will incur 3 marks penalty per day. No submission: Students must attempt all tasks to be eligible to pass the unit. More information can be found in Think Education Assessment Policy document on the Think Education website.    BASS – COU301A  Page 5  Resources Available to YOU: 1. Academic writing guide link https://laureate- au.blackboard.com/webapps/blackboard/content/listContent.jsp?course_id=_20163_ 1&content_id=_2498847_1&mode=reset 2. Writing & referencing: The link to the Learning and Academic Skills Unit (LASU) is on the left pulldown menu on the blackboard home page: https://laureate- au.blackboard.com/webapps/blackboard/content/listContent.jsp?course_id=_20163_ 1&content_id=_2498847_1&mode=reset LASU also provides a series of academic skills tutorials. Please contact Caroline Spaans ([email protected], 02 949 232 14). 3. Researching: A guide to researching is available on the library page http://library.think.edu.au/research_skills/ Please contact the online and Pyrmont librarian for Health, Dawn Vaux ([email protected]) if you would like further help or a tutorial on how to do research this way.                             i https://laureate‐ au.blackboard.com/webapps/blackboard/content/listContent.jsp?course_id=_20163_1&content_id=_2498858_1&mode=reset                                                               - 32% + AUSTRALIA The recommended ebook for this subject is: Fundamentals Herie, M., Centre for Addiction and Mental Health, & Skinner, W. J. W. (2014). Fundamentals of Addiction : A ol] Addiction Practical Guide for Counsellors: Vol. 4th edition. Centre for Addiction & Mental Health. Chapter 4 — Working within a harm reduction framework Available as an ebook via Torrens University Library: https://lesa.on.worldcat.org/oclc/916588199 TRALIA Week 9: Zero tolerance vs harm minimisation + Erickson, C. (2011), pp. 95-105. ay University of Windsor. Retrieved 1.October 2017. ch on Ressening. Argumentation, and Rhetoric = OR