Task is here i amgiving the scenario
3.2.2 Poster Weight: 40% Type of Collabora- | Individual tion: Due: Week 9, Monday 16th September 2024 at 23:50 pm Submission: Refer to instructions below. Format: Poster Length: 400 words Use of Artificial Intel- | In this assessment task, you will not be able to meet the learning outcomes related ligence: to the development of the text analysis by using generative artificial intelligence (Al) tools. Working with another person or technology in order to gain an unfair advantage in assessment or improperly obtaining answers from a third party including generative Al to questions in an examination or other form of assessment may lead to sanctions under the Student Misconduct Rule. Use of generative Al tools may be detected. More information is available on the Library Webpage. Instructions: Word Count: There is a limit of 400 words. Use your computer to total the number of words used in your assignment. However, do not include the reference list at the end of your assignment in the word count. Use your computer to total the number of words used in your assignment. In-text citations will be included in the additional 10% word count. If you exceed the word limit by more than 10%, the marker will stop marking at 400 words plus 10% Aim of the Assessment: Students will have the opportunity to develop their creativity and writing skills as they create a mental health educational poster that can be used by consumers, their carers, family and significant others. The poster will provide educational information that is easy to understand by non-health professionals. Using non-jargonistic language and some visual information, you can communicate your knowledge and provide education to help promote the mental health and recovery of consumers and their carers, family and significant others. Assessment Details: ~ Please refer to the scenario available on the VUWS site under the Assessment Zone- Assessment 2. You are to create a 400-word A4 size poster. ~ Your poster must be submitted in a Word document to Turnitin and must include the following: Page 1 - The A4 size poster, Page 2 - All the text from the poster, Page 3 - Reference list. — Further instructions are provided to you in the VUWS site. If you have any technical difficulties, please contact the IT Service Desk on (02) 9852 5111 or email
[email protected] ~ Use the scenario (available in the UWS site under the Assessment Zone- Assessment 2), you will choose a topic and create a poster that will help consumer and their carers, family and significant others have a better understanding of the consumer's mental ill-health or illness and recovery. — The poster must be educational, help promote good mental health, and be easily understood by non-health professionals. — Choose one topic from the list of topics (found in VUWS - Assessment Zone- Assessment 2) that you would like to provide to the consumer and their carers, family and significant others from the scenario, that would help promote positive mental health and recovery. The information should help with educating consumers and carers. The poster should effectively communicate the key message in an engaging and succinct manner. 1 Marking Criteria: selected topic of the chosen topic that will promote mental health, prevent mental ill-health or mental health problems and/or the use of early interventions for consumers experiencing mental ill-health or mental health problems. that will promote mental health, prevent mental ill-health or mental health problems and/or the use of early interventions for consumers experiencing mental ill-health or mental health problems. that will promote mental health, prevent mental ill-health or mental health problems and/or the use of early intervention for consumers experiencing mental ill-health or mental health problems. that will promote mental health, prevent mental ill-health or mental health problems and/or the use of early interventions for consumers experiencing mental ill-health or mental health problems Criteria High Distinction Distinction Credit Pass Unsatisfactory Criteria 1 Excellent summary | Very good summary | Good summary of | Basic summary of | Limited summary of Knowledge of and understanding | of the chosen topic | the chosen topic the chosen topic the chosen topic that will promote mental health, prevent mental ill-health or mental health problems and/or the use of early intervention for consumers experiencing mental ill-health or illness, 20 Marks 17 - 20 Marks 15 - 16.5 Marks 13 - 14.5 Marks 10 -12.5 Marks < 9="" marks="" criteria="" 2="" understanding="" of="" the="" importance="" of="" their="" selected="" topic="" to="" the="" consumer="" and/or="" their="" carers="" excellent="" explanation="" of="" how="" the="" chosen="" topic="" will="" facilitate="" the="" recovery="" of="" consumers="" very="" good="" explanation="" of="" how="" the="" chosen="" topic="" will="" facilitate="" the="" recovery="" of="" consumers="" good="" explanation="" of="" how="" the="" chosen="" topic="" will="" facilitate="" the="" recovery="" of="" consumers="" experiencing="" mental="" basic="" explanation="" of="" how="" the="" chosen="" topic="" will="" facilitate="" the="" recovery="" of="" consumers="" experiencing="" mental="" limited="" or="" absence="" of="" an="" explanation="" of="" how="" the="" chosen="" topic="" will="" facilitate="" the="" recovery="" of="" consumers="" poster="" design="" and="" impact="" design="" and="" use="" of="" visual="" aids.="" flow="" of="" information="" is="" polished,="" clear,="" logical="" and="" engaging.="" excellent="" use="" of="" colour="" and="" imagery.="" excellent="" choice="" of="" formatting="" including="" the="" size="" and="" number="" of="" design="" and="" use="" of="" visual="" aids.="" flow="" of="" information="" is="" very="" good.="" very="" good="" use="" of="" colour,="" imagery="" and="" formatting,="" including="" the="" size="" and="" number="" of="" images,="" font="" etc="" and="" use="" of="" visual="" aids.="" flow="" of="" information="" is="" logical,="" with="" some="" lack="" of="" clarity="" at="" times.="" average="" use="" of="" colour="" and="" imagery.="" average="" formatting="" including="" the="" size="" and="" number="" of="" and="" use="" of="" visual="" aids.="" minimal="" use="" of="" colour="" and="" imagery.="" formatting="" adequate,="" including="" the="" size="" and="" number="" of="" images.="" family="" experiencing="" mental="" |="" experiencing="" mental="" |="" ill-health="" or="" illness="" |="" ill-health="" or="" illness="" |="" experiencing="" mental="" significant="" others.="" ill-health="" or="" illness.="" |="" ill-health="" or="" illness.="" ill-health="" or="" illness.="" 20="" marks="" 17="" -="" 20="" marks="" 15="" -="" 16.5="" marks="" 13="" -="" 14.5="" marks="" 10="" -12.5="" marks="">< 9="" marks="" criteria="" 3="" excellent="" poster="" very="" good="" poster="" |="" good="" poster="" design="" |="" basic="" poster="" design="" |="" poorly="" organised="" or="" disorganised="" poster="" design="" with="" limited="" use="" of="" visual="" aids.="" flow="" of="" information="" unclear.="" distracting="" use="" of="" colour="" and="" imagery.="" lack="" inconsistent="" use="" of="" formatting,="" including="" the="" size="" and="" number="" of="" of="" recovery="" orientated,="" academic="" and="" professional="" language="" throughout="" the="" poster.="" the="" poster="" use="" of="" recovery="" orientated="" language="" that="" is="" academic,="" professional="" and="" can="" be="" easily="" understood.="" style.="" good="" use="" of="" recovery="" orientated="" language="" that="" is="" academic,="" professional="" and="" can="" be="" understood.="" style.="" academic="" professional="" and="" recovery="" orientated="" language="" was="" sometimes="" used="" some="" areas="" of="" the="" poster="" can="" be="" easily="" images,="" font="" etc="" images,="" font,="" etc="" image.="" 20="" marks="" 17="" -="" 20="" marks="" 15="" -="" 16.5="" marks="" 13="" -="" 14.5="" marks="" 10="" -12.5="" marks=""><9 marks="" criteria="" 4="" the="" 400-word="" the="" 400-word="" the="" 400-word="" the="" 400-word="" the="" 400-word="" academic="" writing="" |="" poster="" is="" presented="" |="" poster="" is="" presented="" |="" poster="" is="" presented="" |="" poster="" is="" presented="" |="" poster="" is="" not="" use="" of="" correct="" in="" highly="" developed="" |="" in="" well-developed="" |="" in="" logically="" in="" logically="" presented="" in="" a="" sentence="" and="" and="" logically="" and="" logically="" sequenced="" sequenced="" logical="" sequence="" paragraph="" sequenced="" sequenced="" sentences="" that="" has="" |="" sentences.="" up="" to="" more="" than="" half="" of="" structure,="" spelling,="" |="" sentences.="" sentences.="" most="" a="" cohesive="" flow.="" half="" of="" the="" the="" sentences="" and="" punctuation="" sentences="" free="" of="" |="" sentences="" free="" of="" most="" sentences="" are="" |="" sentences="" are="" free="" |="" contain="" errors="" in="" errors="" in="" vocabulary,="" |="" errors="" in="" vocabulary,="" |="" free="" of="" errors="" in="" of="" errors="" in="" vocabulary,="" spelling,="" spelling,="" grammar,="" |="" spelling,="" grammar,="" |="" vocabulary,="" spelling,="" |="" vocabulary,="" spelling,="" |="" grammar,="" punctuation,="" and="" punctuation="" and="" grammar,="" grammar,="" punctuation="" and="" style.="" excellent="" use="" |="" style.="" very="" good="" punctuation="" and="" punctuation="" and="" style.="" minimal="" absence="" of="" academic,="" professional="" and="" recovery="" orientated="" language="" can="" be="" easily="" understood.="" understood.="" 20="" marks="" 17="" -="" 20="" marks="" 15="" -="" 16.5="" marks="" 13="" -="" 14.5="" marks="" 10="" -12.5="" marks="">< 9="" marks="" 13="" criteria="" high="" distinction="" distinction="" credit="" pass="" unsatisfactory="" criteria="" 5="" the="" reference="" list="" and="" in-text="" citations="" are="" formatted="" according="" to="" apa="" 7th="" ed="" style.="" references="" should="" be="" within="" the="" last="" 5="" years="" with="" the="" exception="" of="" seminal="" pieces="" and="" key="" documents.="" a="" minimum="" of="" 4="" references="" is="" reference="" list="" includes="" 4="" or="" more="" relevant="" references="" including="" current,="" peer-reviewed="" journal="" articles.="" consistent="" and="" accurate="" use="" of="" apa="" 7="" style="" for="" both="" in-text="" citations="" and="" the="" reference="" list="" with="" no="" errors="" detected="" a="" minimum="" of="" 4="" reference="" list="" has="" 4="" relevant="" references="" including,="" current="" peer-reviewed="" journal="" articles.="" very="" good,="" consistent="" and="" accurate="" use="" of="" apa="" 7="" style="" for="" both="" in-text="" citations="" and="" the="" reference="" list="" with="" very="" minor="" errors="" only.="" reference="" list="" has="" 3="" mostly="" current="" and="" relevant="" references="" including="" some="" peer-reviewed="" journal="" articles,="" good,="" consistent="" and="" accurate="" use="" of="" apa="" 7="" style="" for="" both="" in-text="" citations="" and="" the="" reference="" list="" with="" some="" errors.="" a="" minimum="" of="" 3="" reference="" list="" has="" 3="" current="" and="" relevant="" references="" including="" some="" peer-reviewed="" journal="" articles="" inconsistent="" and="" some="" inaccurate="" use="" of="" apa="" 7="" style="" for="" both="" in-text="" citations="" and="" the="" reference="" list="" a="" minimum="" of="" 3="" references.="" reference="" list="" has="" one="" or="" no="" relevant="" reference.="" absence="" of="" peer="" peer-reviewed="" journal="" articles="" in-text="" citation="" and="" reference="" list="" are="" not="" consistent="" with="" the="" apa="" 7.="" absence="" of="" in-text="" citations="" and="" the="" reference="" list.="" required.="" references.="" a="" minimum="" of="" 4="" references.="" references.="" 20="" marks="" 17="" -="" 20="" marks="" 15="" -="" 16.5="" marks="" 13="" -="" 14.5="" marks="" 10="" -12.5="" marks="">< 9 marks /100 14 what to include in my poster: at a minimum, students should include: — student name and student id. a title that clearly indicates your topic (make it catchy). significance of the topic - you can start by explaining why your topic is important. — include statistics and images that reflect your topic — explain how your topic can facilitate recovery and promote wellbeing. | — this a4 size poster is a visual representation of your chosen topic. — use graphs, tables diagrams and images where appropriate. use colours to attract attention to give your work some impact and engage consumer, their carers, family and significant others. — ensure that all graphics and visual images are relevant to your topic. — keep it simple, clear and concise. use language that is academic, professional and recovery-orientated. avoid jargon, acronyms and stigmatising language. — the poster needs to be eye-catching, attractive and engaging but avoids overcrowding of information — what software to use: you may use powerpoint, word, adobe lllustrator, photoshop or canva to name a few. — if you have any technical difficulties, please contact the it service desk on (02) 9852 5111 or email itser-
[email protected] resources: i. examples may be available on the uws site. ii. there are a number of textbooks and resources available through the western sydney university library that may assist you. please refer to the subject’s vvuws site for specific subject resources. iii. assessments listed as individual assessments must be completed independently. students are advised to refer back to their notes, textbooks or appropriate academic, peer-reviewed resources utilised during subject delivery 12 untitled document mike is a 21-year-old male who presented in emergency department (ed) with thoughts of self-harm, agitation and insomnia. he was brought in by his flatmate who is a student nurse, who had noticed the changes in his mental health. he has not been sleeping well and gained weight over the last two years. mike has moved from melbourne to sydney to study engineering at university. after two years of working part-time at kmart, he was given the opportunity to supervise some of his co-workers. this is a new role and mike found this to be very challenging, particularly as he is required to supervise a crew. he wants to show his supervisors that he can do the job. when he arrived in ed, he was agitated, had minimal eye contact, disinterested in engaging and would only engage with selected nurses. lately, he has been having trouble sleeping. a gp from a medical centre prescribed temazepam 20mg nocte. he also started taking phenergan 10mg to help him sleep. he has previously taken phenergan for his allergies which he can buy from the chemist without a prescription. he thought this might help with his sleepless nights. he has been watching shows on his ipad in bed at night, in the hope that it would help him go to sleep. the medications did not help and instead, he stated that it kept him awake at night. he started smoking marijuana to help manage his insomnia with very little effect. he stated that he has intermittent sleep and has not slept properly for 6 days. mike remembers when he first started having difficulty sleeping. mike experienced severe bullying during his high school years. his classmates would often corner him, taunt him, and sometimes physically assault him. one day, while working, he overheard a group of colleagues making disparaging comments about another employee. the tone and nature of the conversation immediately brought him back to his high school years. mike explained that he felt his chest tighten, pulse quicken, and nauseous. he excused himself from the conversation and rushed outside to calm down. the feelings of fear, shame, and helplessness were overwhelming; as if he was reliving the bullying all over again. that night, mike struggled to sleep, his mind replaying the bullying incidents from his childhood. he often avoided social gatherings and team-building events at work, fearing that similar 9="" marks="" 100="" 14="" what="" to="" include="" in="" my="" poster:="" at="" a="" minimum,="" students="" should="" include:="" —="" student="" name="" and="" student="" id.="" a="" title="" that="" clearly="" indicates="" your="" topic="" (make="" it="" catchy).="" significance="" of="" the="" topic="" -="" you="" can="" start="" by="" explaining="" why="" your="" topic="" is="" important.="" —="" include="" statistics="" and="" images="" that="" reflect="" your="" topic="" —="" explain="" how="" your="" topic="" can="" facilitate="" recovery="" and="" promote="" wellbeing.="" |="" —="" this="" a4="" size="" poster="" is="" a="" visual="" representation="" of="" your="" chosen="" topic.="" —="" use="" graphs,="" tables="" diagrams="" and="" images="" where="" appropriate.="" use="" colours="" to="" attract="" attention="" to="" give="" your="" work="" some="" impact="" and="" engage="" consumer,="" their="" carers,="" family="" and="" significant="" others.="" —="" ensure="" that="" all="" graphics="" and="" visual="" images="" are="" relevant="" to="" your="" topic.="" —="" keep="" it="" simple,="" clear="" and="" concise.="" use="" language="" that="" is="" academic,="" professional="" and="" recovery-orientated.="" avoid="" jargon,="" acronyms="" and="" stigmatising="" language.="" —="" the="" poster="" needs="" to="" be="" eye-catching,="" attractive="" and="" engaging="" but="" avoids="" overcrowding="" of="" information="" —="" what="" software="" to="" use:="" you="" may="" use="" powerpoint,="" word,="" adobe="" lllustrator,="" photoshop="" or="" canva="" to="" name="" a="" few.="" —="" if="" you="" have="" any="" technical="" difficulties,="" please="" contact="" the="" it="" service="" desk="" on="" (02)="" 9852="" 5111="" or="" email="" itser-=""
[email protected]="" resources:="" i.="" examples="" may="" be="" available="" on="" the="" uws="" site.="" ii.="" there="" are="" a="" number="" of="" textbooks="" and="" resources="" available="" through="" the="" western="" sydney="" university="" library="" that="" may="" assist="" you.="" please="" refer="" to="" the="" subject’s="" vvuws="" site="" for="" specific="" subject="" resources.="" iii.="" assessments="" listed="" as="" individual="" assessments="" must="" be="" completed="" independently.="" students="" are="" advised="" to="" refer="" back="" to="" their="" notes,="" textbooks="" or="" appropriate="" academic,="" peer-reviewed="" resources="" utilised="" during="" subject="" delivery="" 12="" untitled="" document="" mike="" is="" a="" 21-year-old="" male="" who="" presented="" in="" emergency="" department="" (ed)="" with="" thoughts="" of="" self-harm,="" agitation="" and="" insomnia.="" he="" was="" brought="" in="" by="" his="" flatmate="" who="" is="" a="" student="" nurse,="" who="" had="" noticed="" the="" changes="" in="" his="" mental="" health.="" he="" has="" not="" been="" sleeping="" well="" and="" gained="" weight="" over="" the="" last="" two="" years.="" mike="" has="" moved="" from="" melbourne="" to="" sydney="" to="" study="" engineering="" at="" university.="" after="" two="" years="" of="" working="" part-time="" at="" kmart,="" he="" was="" given="" the="" opportunity="" to="" supervise="" some="" of="" his="" co-workers.="" this="" is="" a="" new="" role="" and="" mike="" found="" this="" to="" be="" very="" challenging,="" particularly="" as="" he="" is="" required="" to="" supervise="" a="" crew.="" he="" wants="" to="" show="" his="" supervisors="" that="" he="" can="" do="" the="" job.="" when="" he="" arrived="" in="" ed,="" he="" was="" agitated,="" had="" minimal="" eye="" contact,="" disinterested="" in="" engaging="" and="" would="" only="" engage="" with="" selected="" nurses.="" lately,="" he="" has="" been="" having="" trouble="" sleeping.="" a="" gp="" from="" a="" medical="" centre="" prescribed="" temazepam="" 20mg="" nocte.="" he="" also="" started="" taking="" phenergan="" 10mg="" to="" help="" him="" sleep.="" he="" has="" previously="" taken="" phenergan="" for="" his="" allergies="" which="" he="" can="" buy="" from="" the="" chemist="" without="" a="" prescription.="" he="" thought="" this="" might="" help="" with="" his="" sleepless="" nights.="" he="" has="" been="" watching="" shows="" on="" his="" ipad="" in="" bed="" at="" night,="" in="" the="" hope="" that="" it="" would="" help="" him="" go="" to="" sleep.="" the="" medications="" did="" not="" help="" and="" instead,="" he="" stated="" that="" it="" kept="" him="" awake="" at="" night.="" he="" started="" smoking="" marijuana="" to="" help="" manage="" his="" insomnia="" with="" very="" little="" effect.="" he="" stated="" that="" he="" has="" intermittent="" sleep="" and="" has="" not="" slept="" properly="" for="" 6="" days.="" mike="" remembers="" when="" he="" first="" started="" having="" difficulty="" sleeping.="" mike="" experienced="" severe="" bullying="" during="" his="" high="" school="" years.="" his="" classmates="" would="" often="" corner="" him,="" taunt="" him,="" and="" sometimes="" physically="" assault="" him.="" one="" day,="" while="" working,="" he="" overheard="" a="" group="" of="" colleagues="" making="" disparaging="" comments="" about="" another="" employee.="" the="" tone="" and="" nature="" of="" the="" conversation="" immediately="" brought="" him="" back="" to="" his="" high="" school="" years.="" mike="" explained="" that="" he="" felt="" his="" chest="" tighten,="" pulse="" quicken,="" and="" nauseous.="" he="" excused="" himself="" from="" the="" conversation="" and="" rushed="" outside="" to="" calm="" down.="" the="" feelings="" of="" fear,="" shame,="" and="" helplessness="" were="" overwhelming;="" as="" if="" he="" was="" reliving="" the="" bullying="" all="" over="" again.="" that="" night,="" mike="" struggled="" to="" sleep,="" his="" mind="" replaying="" the="" bullying="" incidents="" from="" his="" childhood.="" he="" often="" avoided="" social="" gatherings="" and="" team-building="" events="" at="" work,="" fearing="" that="">