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HDS101, Trimester 1, 2020 Assessment Task 2 HDS101 Summative Assessment Task 2: Reflective Observational Essay Weighting = 40% Task Description As citizens and consumers, we all have a right to access information about our health and wellbeing. But just how accessible really is this process? In this assignment you will evaluate a health or wellness service for its communication accessibility. You will also generate strategies to facilitate inclusion for people with communication diversity in your chosen context. Preparing for the Task You will need to engage in at least one interaction relating to your health or wellbeing, or the health of someone you care for (e.g. a family member). For example, this interaction might include (but is not limited to): · Seeking information about a medication, treatment, or other wellness product (e.g. product information for a medication or supplement) · Seeking advice about health or wellbeing (e.g. from a health or fitness professional, an online information provider, etc.) · Providing your own health information to a service (e.g. providing personal details for client intake, goal-setting, or diagnosis) · Investigating, requesting and/or receiving a healthcare service (e.g. making or attending an appointment, investigating a new gym, etc.) · Receiving public health information from an advert, flyer, or website. I HAVE CHOSEN TO DO TWO INTERACTION RELATING TO THE HEALTH OF SOMEONE I CARE ABOUT – THE INTERATION IS THAT SEEKING INFORMATION AND SEEKING ADVICE During or after this interaction, you should make a detailed note of: · Features of the communication environment and characteristics of the other communication participants (please leave out identifying details such as the names of businesses or staff). · The purpose of each interaction, and whether it was successful · Any communication breakdowns and how/if these were resolved. Part A (short answer – 10 marks; 400 words) Observation and Analysis In this section you will analyse one interaction that took place during your observation, using either the transmission or transactional model of communication. 1) Briefly identify the purpose of the interaction (1 mark). Please do not recount the interaction in detail. 2) Analyse the interaction using either the transmission model or transaction model of communication (6 marks). · Be sure to address all components of your chosen model (EITHER transmission or transactional model of communication). If a component of the model is not relevant to your example, please explain this in your answer. · You may choose to analyse the overall interaction or just a small part of it (e.g. a single “turn”). 3) Provide a clear justification for your choice of the transmission or transactional model to analyse this interaction (3 marks). References are not required for this section. Part B (essay – 40 marks; 1200 words). In your essay, you are to: “Discuss the value of improved communication accessibility within your chosen health or wellness context, with reference to a specific disability or diversity population”. For this essay you must choose one of the following communication disabilities or diversities to focus on: · A person who is Deaf · A person who is hard of hearing · A person with a vision impairment, OR · A person with aphasia (difficulties with speaking, listening, reading and/or writing following stroke). I HAVE CHOSEN A PERSON WHO IS DEAF SO DISCUSS THAT Your arguments should be grounded in your own observations of the setting and your interaction analysis (part A). To help you in structuring your essay, I have broken it down into three suggested sections: 1) Importance of Communication Access, 2) Implications for Diverse Service Users, and 3) Recommendations and Future Directions. Your essay can follow a different structure if you like, but it must incorporate all of the points listed below. You must use references to support your ideas in each section. Importance of Communication Access In this section you should: · Briefly introduce the interaction context you observed (e.g. what kind of service do they provide?) · Explain what “communication accessibility” means, and why good communication is important for service users and providers in this context. · Identify specific policies or practice guidelines that relate to the rights of people with communication disability in your specific context. Note whether these are legislated in an Australian practice setting, and how they would apply in practice. Implications for Diverse Service Users Now consider the needs of a diverse communicator (see options above) who might need to use this health/wellness service. · Anticipate and describe that person’s communication access needs from a biopsychosocial perspective (i.e. consider the impacts of body structures and functions, the communication environment, and any potential personal influences, in accordance with the World Health Organisation’s broad ICF categories). · Reflecting on your own analysis of an interaction in this setting (Part A), what observed components of the interaction could pose a challenge for that person? · Reflecting on your own analysis, which elements of the current setting might present a barrier or a facilitator to that person’s successful communication? · NB: When referring to your own observations it’s ok to use first person, e.g. “while in the setting, I observed…” as this a reflection of your own experiences. Recommendations and Future Directions In this final section you should: · Describe at least two communication access strategies that could improve inclusion for individuals with the communication diversity you addressed above. These should be aimed at improving the communication setting or communication partners, rather than changing the person with disability/diversity. · Explain how these strategies could be applied in your chosen interaction context. · Explain how you might address any barriers to the uptake or implementation of these strategies. Formatting Requirements · You must submit your essay as either a .pdf or .docx document. Please use size 12 font and 1.5 or double spacing. · Please ensure that your name and student ID number are clearly marked on your assignment. A separate cover page is not required. · All references should be formatted according to APA 6th edition. For more information and guidance on this format, please visit: http://www.deakin.edu.au/students/studying/study-support/referencing/apa-6. There is no limit placed on the age of references, but please ensure your references are still relevant to current practice (e.g., a reference about assistive technology published in 1980 would not be relevant today). · When writing about people with disability please use respectful language, and also use person-first conventions where appropriate. Person-first and respectful language is detailed extensively in topic 1.3 and the week 1 seminar notes. Criterion (Part B) High Distinction 8-10 marks Distinction 7-7.5 marks Credit 6-6.5 marks Pass (min. requirements) 5-5.5 marks Unsatisfactory 0-4.5 marks 1. Generate a convincing argument for communication access and inclusion within this setting. (10 marks) As for distinction, plus any/all of the following: Student's argument for communication access and inclusion is clearly articulated, and is a consistent theme throughout the essay. Critical appraisal is evident in the student's choice and use of external sources to support these arguments. As for credit, plus: Student explains how legislative acts or the findings of research evidence relate specifically to communication or inclusion outcomes within their chosen setting. Student cites peer-reviewed evidence within their argument. Student details several benefits of communication access and inclusion for service users and providers, tailored to their chosen setting. Student makes correct reference to legislative acts. Student identifies general benefits of communication access/inclusion for service users and service providers. Student identifies some relevant legislative acts within their answer. Student's explanations of communication access or inclusion are inaccurate, not relevant to the setting, or absent. AND/OR Student fails to identify the benefits of communication access for service users and/or providers. 2. Discuss potential communication disabilities/diversities and associated communication barriers from a biopsychosocial perspective. (10 marks) As for distinction, plus: Student makes extensive use of relevant high-quality external evidence. Student has drawn on anecdotal evidence (e.g. personal accounts) from people with that communication disability or their support networks, in formulating their answer. As for credit, plus: Student correctly assigns ICF subcategories to each of the body structures/functions and environmental factors identified. Student correctly links the identified barriers for communication back to an established model of communication. As for pass, plus: Student accurately describes the communication disability in detail, with reference to published research. Potential communication barriers are relevant within the specific setting. Potential environmental barriers are linked clearly back to the student's own observations within the setting. Student lists features of a communication disability or diversity that could impact on communication success in the chosen setting. Student correctly identifies at least one potential: - body structure/function AND -environmental factor AND - personal factor that could act as a communication barrier in the chosen setting. Descriptions of the chosen communication disability/diversity contain substantial errors. AND/OR Student identifies less than one potential body structure/function, environmental factor, or personal factor. 3. Discuss potential communication strategies for people with this communication disability/diversity, from a biopsychosocial perspective. (10 marks) As for distinction, plus: Student correctly links the identified strategies back to an established model of communication. Student addresses potential implementation challenges in depth, including possible solutions. As for credit, plus: Student makes extensive use of relevant high-quality external evidence to support their strategies. Student correctly assigns ICF subcategories to each of the environmental strategies described. Student’s strategies are innovative and detailed. As for pass, plus: Student provides specific information to guide the implementation of these strategies. Student refers back to their own observational findings in their discussion of potential strategies. Student identifies at least one potential challenge in implementation relevant to the inclusion context. Student describes at least two relevant environmental strategies that could improve communication access and inclusion for people with the chosen disability/diversity. Student uses at least one peer-reviewed reference to support each strategy. . Student lists or describes less than two strategies, or the strategies are not relevant to the observed setting. AND/OR Strategies are not focused at the environmental level of the biopsychosocial framework. 4. Write clearly and concisely, using appropriate language conventions, formatting, and referencing (10 marks) As for distinction, plus: The work uses more than six relevant peer-reviewed references, and/or extensive referencing of other sources such as reputable websites, text-books, or first-person accounts. The student shows critical appraisal of the information sources they have used, in terms of reliability and generalisability. As for credit, plus: The student makes use of one or more communication or disability models as a theoretical framework for their whole essay. The student’s observations and recommendations are logically structured within this framework. As for pass, plus: Formatting and layout is clearly structured